^^TO^P^^IS^t^' .^;<ul?^     ."':■■' 


With    the   Compi-imbnts   ok 
UNIVERSITY  OF  SOITTHERN  CALIFORNIA 


DEDICATION  EXERCISES 

AT 

University  of  Southern  California 


EXERCISES  IN  DEDICATION  OF 

GEORGE  FINLEY  BOVARD 

*  ADMINISTRATION  AUDITORIUM 

HOOSE  HALL  OF  PHILOSOPHY  AND 

STOWELL  HALL  OF  EDUCATION 

.03  WA^      UNIVERSITY  OF 

SOUTHERN  CALIFORNIA 


Edited  by 
Ralph   Tyler  Flevvf.lling 


June  19  to  23, 1921 
Los  Angeles 


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(jEORGE  FiNLEY  liOVARD 


Dedicated  to 
GEORGE  FINLEY  BOVARD 
who  made  the  greater 
University  of  Southern  California 

AN   accomplished   FACT 


Committee  on  Dedication 

Bishop  Adna  Wright  Leonard,  Chairman 

President  George  Finley  Bovard 

Ernest  P.  Clark 

Ralph  Tyler  Flewelling,  Secretary 

Ezra  A.  Healy 

Rockwell  D.  Hunt 

Merle  N.  Smith 


CONTENTS 


Editorial    Preface  

Learning  and  Loving:    Poem   by  Richard  Burton 
General    Program    of    Dedication    Exercises 
Preliminary  Statement:   Wilbur  Harry  Long 
Sermon  of  Dedication:   Bishop  Adna  Wright  Leonard 
Fraternal  Greetings:   The  Reverend  Carl  S.  Patton 
Prologue  and  Prayer:  Dr.  W.  E.  Tilroe 
Sermon:   Understanding  the  Times: 

The  Right  Reverend  Bishop  William  Bertrand  Stevens 
Exercises  in  Recognition  of  Delegates 

Introductory  Address:   Dean   Rockwell  D.  Hunt 

Response:   The  Honorable  E.  P.  Clarke 

Response:  Mrs.  Susan  M.  Dorsey 

Response:  President  James  A.  Blaisdell 
Annual  Alumni  Address 

The  Reverend  William  S.  Bovard 
Commencement  Address 

Professor  Robert  W .  Rogers  .... 

Dedication  of  James  Harmon  Hoose  Hall  of  Philosophy 

The  Mission   of  Philosophy:    John   Wright  Buckham 

Dr.  Hoose  as  Colleague:  Dean  Rockwell  D.  Hunt 

Dr.  Hoose  as  Teacher:  President  Tidly  C.  Knoles 
Dedication  of  Thomas  Blanchard  Stowell  Hall  of  Education 

Effect  of  Changing  Conceptions  of  Government  on  Education: 
Will  C.  Wood 

To  Dean  Thomas  Blanchard  Stowell: 

Emory  S.  Bogardus  ....... 

A  Personal  Appreciation  of  Dr.  Stowell 

Ezra  A.  Healy  ........ 

Philosophy  Conference 

Values  as  Dogma  in  Philosophy:   Wilbur  Harry  Long 

Philosophy  of  American  Life:   Bernard  C.  Ewer 

On  Logic  as   Science  and  as  Art:    Ernest   C.  Moore 
Educational  Conference 

How  to  Stimulate  Intellectual  and  Social  Attainment  on  the 
Part  of  High  School  Graduates:  President  Harry  N.  Wright 
Sociological  Conference 

A  Justifiable  Individualism: 

Frank  Jf'ilson  Blackmar  ...... 

Educational  Social  Work  North  Carolina: 

Eugene  C.  Branson  ....... 

Outdoor  Relief  Work  in  Los  Angeles  County: 

D.  F.  McLaughlin 

Problems  of  Self  Government  at  the  George  Junior  Republic, 
Chino,   California:    George   S.   Sumner 
Science  Conference 

The   Organism   and   its    Environment 

Francis  B.  Sumner  ....... 

Description  of  the  Organ  .         .         .         .         .         .         .         . 


11 

13 
17 

31 
39 
51 
56 

58 

64 
70 
74 
76 

79 

87 

105 
117 
122 


127 

14J 

147 

153 
171 
177 

190 

191 
205 
209 
213 

217 

237 


EDITORIAL  PREFACE 

So  SIGNIFICANT  an  event  as  the  dedication  of  the  new 
great  administration  building  of  the  University  of  South- 
ern California,  first  unit  of  a  greater  University  group, 
seemed  to  require  enduring  record. 

Many  leaders  in  the  educational  world  participated  in 
the  exercises  and  their  addresses  demand  a  wider  hear- 
ing than  that  of  those  immediately  present. 

Unfortunately  provision  had  not  been  made  in  advance 
for  a  stenographic  record,  so  that  onlv  those  addresses 
appear  for  which  manuscripts  or  abstracts  had  been  pre- 
pared. Even  though  incomplete,  it  seemed  good  to  pre- 
sent in  book  form  such  materials  as  were  available. 

Acknowledgments  are  due  to  The  Personalist,  and  to 
The  Journal  of  Applied  Sociology,  for  matter  first  pub- 
lished therein. 

The  Editor. 


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LEARNING  AND  LOVING 

RICHARD   BURTON 

July  21,  1921. 

This  is  a  day  of  days  in  Learning's  book, 

For  here  and  now,  the  coarser  things  forsook. 

We  dedicate  an   hour  of  dream  and   prayer, 

While  messages  from  out  the  upper  air 

Teach  us  the  truth:   that  Hfe  means  learning  well 

To    live:    all   human   strife's   a   parable 

Of  man's  upclimbing  toward  that  ultimate  height 

Where  Peace  and  Joy  and  Knowing  choose  a  site 

That  shall  o'ertop  all  darks  of  trail  and  tree, 

And,    playmates    in    the   sun,    eternally 

Bring  vision  to  the  nations  far  and  free. 

Learning  to  grow,  a  tortuous  task,  in  sooth; 
The  warped  and  twisted  to  be  taught  the  truth 
The  good  Greeks  gave  us  many  an  age  ago: 
The  golden  mean:  not  more  nor  less,  but  so 
And  such  that  symmetrj^  at  last  shall  yield 
The  foison  lost  in  the  untended  field. 

Learning  to  understand:  Ah,  God,  the  loss. 
The  pain,  the  crucifixion  on  the  cross 
Of  Calvary,  wherever  men  go  by. 
Nor  see  each  other  clearly,  eye  to  eye, 
And  heart  to  heart!     What  holocausts  of  flame 
Have  riven  spirit  from  flesh;  what  sights  of  shame 
Affronted  the  Most  High;  Learning  must  aim 
To  grow,  and  know;  and  then,  Ah,  yes,  to  love! 
All  wistful  souls  have   learned  the  name   thereof. 

Learning  to  love!  This   is   the  sign  and  sum 

Of  all  endeavor,  in  all  years  to  come. 

Such    learning,    as    shall    make   us    pupils    meek 

Of  Him  who  bade  us  turn  the  other  cheek; 

Such  loving,  that  we  lack  the  heart  to  hate 

Even  the  hateful,  but  do  pray  their  fate 

May  gentler  be:      Such  learning  that,  the  hood 

Which   scholars    wear   shall   symbol    brotherhood: 

Last   lesson,   loftiest,   loveliest  of   them  all 

(Here  be  it  lived,  O  Hall!): 

That   being   wise    is   only    being 


Thou,  California,   lead   the  states   in   this 

God-given  d.-eam,   nor  balk  at   any  bars! 

Flanked  by  the  hills,  by  Nature's  fruitage  kissed. 

Lapped  by  the  sea  and  loved  of  all  the  stars, 

Lead  on,  learning  to  love,  loving  to  learn! 

All   lesser   idols   spurn: 

Until  in  fulness  of  the  coming  days. 

Thine  outward  beauty  and  thy  inward,  praise 

The  handiwork  of  God's  appointed  ways! 


GENERAL  PROGRAM 


PROGRAM  OF 

BACCALAUREATE  EXERCISES  AND 

DEDICATION  OF  THE 

GEORGE  FINLEY  BOVARD 

ADMINISTRATION  BUILDING 

June  19th  to  23rd,  1921 

Sunday,  June  19 
10:45  A.M. 

President  George  Finley  Bovard,  D.D.,  LL.D.,  Presiding 

Voluntary,  Dean  Walter  F.  Skeele  at  the  Organ. 

Academic   Procession,  Msiting    Delegates,    Trustees,    Faculty    and 
Candidates  for  Degrees. 

Processional  Hymn,  "Glorious  Things  of  Thee  Are  Spoken." 

Glorious    things    of    thee    are    spoken,  See,  the  streams  of  living  waters, 

Zion,    city   of  our  God:  Springing   from   eternal   love. 

He,  whose  word  cannot  be  broken,  Well  supply  thy  sons  and  daughters, 

Formed  thee  for  his  own  abode;  And  all  fear  of  want  remove: 

On   the   Rock   of   Ages   founded.  Who   can  faint,   while   such  a  river 

What  can  shake  thy  sure  repose?  Ever  flows  their  thirst  to  assuage? 

With  salvation's  walls  surrounded.  Grace  which,  like  the  Lord,  the  giver. 

Thou  may'st  smile  at  all  thy  foes.  Never  fails  from  age  to  age. 

Round   each   habitation   hovering. 

See  the  cloud  and  fire  appear 
For  a  glor\'  and  a  covering. 

Showing  that  the   Lord   is  near! 
Glorious  things  of  thee  are  spoken, 

Zion,    city   of   our   God; 
He,  whose  word  cannot  be  broken, 

Formed  thee  for  his  own  abode. 

Apostles'  Creed. 

Prayer  by  Dean  Ezra  A.  Healy,  S.  T.  D.        ' 

Anthem,  Festival  Te  Deum  in  E  flat  by  Buck. 

Choral    L'nion    of    the     University    of    Southern     California, 

Assisted  by 
Miss   Lillian   Backstrand,   Soprano  Mr.    A.    A.    Boynton.    Tenor 

Mrs.  Virgie  Lee  Moore  Mattoon,  Contralto        Mr.  E.  J.  Reunitz,  Bass 

17 


18  DEDICATION   EXERCISES 

Responsive  Reading,  led  by  President  Bovard. 

The  Gloria  Patri. 

Lesson  from  the  New  Testament. 

The  Reverend  W.  L.  Y.  Davis,  D.D. 

Commemorative  Offering. 

Sermon,  "Our  Debt  to  the  Past," 

The  Reverend  Bishop  Adna  Wright  Leonard,  D.D.,  LL.D. 

Presentation  of  Keys  to  the  President  of  the  Board  of  Trustees  by 
the  Architect,  John  Parkinson. 

Response. 

Dedication  of  the  George  Finley  Bovard  Administration  Building. 

Hymn,  "The  Church's  One  Foundation." 

The  Church's  one  foundation  Elect  from  every  nation, 

Is  Jesus  Christ   her   Lord;  Yet  one  o'er  all   the  earth, 

She   is  his  new  creation  Her  charter  of  salvation, 

By  water  and  the  word:  One  Lord,  one  faith,  one  birth; 
From  heaven  he  came  and  sought  her     One  holy  name  she  blesses. 

To  be  his  holy  bride;  Partakes   one   holy    food, 

With  his  own   blood  he  bought  her,       And   to  one   hope   she   presses, 

And  for  her  life  he  died.  With   every  grace  endued. 

'Mid    toil    and    tribulation,  Yet  she  on  earth  hath  union 

And   tumult   of    her    war,  With  God  the  Three  in  One, 

She  waits  th^  consummation  And   mystic   sweet  communion 

Of    peace    for    evermore;  With   those   whose   rest   is   won: 

Till,   with   the   vision    glorious,  0   happy   ones   and   holy! 

Her  longing  eyes  are  blest,  Lord,   give  us   grace   that  we, 

And  the  great  church  victorious  Like  them,  the  meek  and  lowly, 

Shall  be  the  church  at  rest.  On  high  may  dwell  with  thee. 

Doxology. 

Apostolic   Benediction. 


GENERAL   PROGRAM  19 

Sunday,  June  19 

3:00  P.M.  FRATERNAL  SERVICE 
The  Reverend  Byron  Wilson,  d.d.,  Presiding. 

Organ    V^oluntary  .         .         .         Professor    Arthur    Blakeley. 

*Anthem,  "By  Babylon's  Wave"  .  .  .  Gounod 

Prayer  by  Professor  Ralph  Tyler  Flewelling,  Ph.D. 

Fraternal   Greetings   by   The  Reverend   James   A.   Francis,   D.D.; 

The  Reverend  Hugh  K.  Walker,  D.D. 

Hymn,  "Faith  of  Our  Fathers." 

Faith  of  our  fathers;  hving  still, 

In  spite  of  dungeon,  fire  and  sword: 
O  how  our  hearts  beat  high  with  joy, 

Whene'er  we  hear  that  glorious  word! 
Faith  of  our  fathers!  holy  faith! 
We   will   be    true '  to    thee    till    death! 

Our  fathers,  chained  in  prisons  dark. 

Were  still  in  heart  and  conscience  tree: 
How  sweet  would  be  their  children's  fate 

If  they,  like  them,  could  die  for  thee! 
Faith  of  our  fathers!  holy  faith! 
We  will  be  true  to  thee  till  death! 

Faith   of  our   fathers!  we  will   love 

Both  friend  and  foe  in  all  our  strife: 
And  preach  thee,  too,  as  love  knows  how, 

By   kindly  words   and   virtuous   life: 
Faith  of  our  fathers!  holy  faith! 
We  will  be  true  to  thee  till  death! 

Address,  by  The  Reverend  Carl  S.  Patton,  D.D. 

Anthem,   "Jesus   Only"  .....  Rotoli 

Benediction. 

*Music  by  the  Choir  of  the   First  Methodist   Episcopal  Church, 
J.  A.  Van  Pelt,  Director. 


20  DEDICATION   EXERCISES 

8:00  P.M.    EVENING  WORSHIP 
President  Bovard  Presiding. 

Organ  Voluntary,  Dean  \V.  F.  Skeele. 

Processional  Hymn,  "O  God,  Our  Help  in  Ages  Past." 

0  God.   our   help    in   ages    past,  A   thousand  ages,  in  thy  sight, 

Our   hope   for   years    to   come.  Are   Hke   an  evening   gone: 

Our    shelter    from    the   stormy    blast,  Short  as  the  watch  that  ends  the  night, 

And  our  eternal  home!  Before  the  rising  sun. 

Under   the   shadow   of   thy   throne  The  busy  tribes  of  flesh  and  blood, 

Still   may   we    dwell   secure:  With  all  their  cares  and  fears. 

Sufficient   is  thine   arm   alone,  Are  carried  downward  by  the  flood, 

And  our   defense  is  sure.  And    lost    in    following   years. 

Before   the   hills    in   order   stood.  Time,   like  an   ever-rolling   stream, 
Or   earth   received   her   frame.  Bears  all  its  sons  away; 

From   everlasting    thou    art   God,  They  fly,  forgotten,  as  a  dream 
To   endless   years   the   same.  Dies  at  the  opening  day. 

0  God.  our  help  in  ages  past. 

Our  hope  for  years  to  come; 
Be   thou   our  guide  while   life  shall  last. 

And  our  eternal  home! 

Scripture  Lesson. 

Prayer  by  The  Reverend  Will  A.  Betts,  D.D. 

Chorus,  "Hark,  Hark,  My  Soul!"        ....       Shelley 

Choral    Union    of    the     University    of    Southern     California, 

Assisted  by 
Miss    Lillian    Backstrand,    Soprano  Mr.  A.  A.   Boynton,    Tfnor 

Mrs.  Virgie  Lee  Moore  Mattoon,  Contralto        Mr.  E.  J.  Reunitz,  Bass 

Sermon,   "Understanding    of    the    Times,"   The     Right    Reverend 

Bishop  William  Bertrand  Stevens,  Ph.D. 

Benediction. 

Recessional  Hymn,  "Savior  Again  to  Thy  Dear  Name  We  Raise." 

Savior,   again   to   thy   dear   name  we   raise 
With  one   accord   our   parting  hymn  of   praise; 
We  stand   to  bless  thee  ere  our  worship  cease, 
Then,  lowly  kneeling,  wait  thy  word  of  peace. 

Grant  us  thy  peace  upon  our  homeward  way; 
With  thee  began,  with  thee  shall  end  the  day; 
Guard  thou  the  lips  from  sin,  the  hearts  from  shame, 
That   in   this   house   have   called  upon  thy  name. 

Grant  us  thy  peace.   Lord,   through   the  coming  night, 
Turn   thou   for  us   its  darkness   into   light; 
From  harm  and  danger  keep  thy  children  free. 
For    dark   and    light   are   both    alike    to   thee. 

Grant  us  thy  peace  throughout  our  earthly  life. 
Our  balm  in   sorrow,   and  our  stay   in   strife: 
Then,  when  thy  voice  shall   bid  our  conflict  cease, 
Call   us,   0   Lord,   to   thine   eternal   peace. 


GENERAL   PROGRAM  21 

Monday,  June  20 

10:00  A.M.  DEDICATION  OF  THE  JAMES  HARMON  HOOSE 
HALL  OF  PHILOSOPHY 

Professor  Ralph  Tyler  Flewelling,  Ph.D  .,  Presiding 

Invocation,  The  Reverend  Benjamin  D.  Snudden,  A.M. 
Philosophical  Address,  "The  Mission  of  Philosophy," 

Professor  John  Wright  Buckham,  D.D. 
Dedicatory  Addresses, 

1.  "Doctor  Hoose  as  Colleague," 

Professor  Rockwell  D.  Hunt,  Ph.D. 

2.  "Doctor  Hoose  as  Teacher," 

President  TuUy  C.  Knoles,  D.D. 

1:10  P.M.    Conference  of  the  Southwestern 
Philosophical  Association. 

Professor  B.  C.  Ewer,  Ph.D.,  of  Pomona  College,  Presiding 

Paper,  "Values  as  Dogma  in  Philosophy,"  Wilbur  Harry  Long, 
Assistant  in  Philosophy,  LIniversity  of  Southern  California. 

Paper,  "The  American  Point  of  View  in  Philosophy,"  Doctor  Ewer. 

Paper,  "On  Logic,"  Dr.  E.  C.  Moore,  Director,  Southern  Branch, 
University  of  California. 

Discussion. 

3:00  p.m.  political  SCIENCE  CONFERENCE. 

Professor  Roy  Malcom,  Ph.D.,  Presiding. 

Address,  Professor  Lindsey  Rogers,  Ph.D.,  Department  of  Political 
Science,  Harvard  University. 

Address,   "The   Established  Order   and  the  New   Disorder," 
Professor  James  Morton  Callahan,  Ph.D.,  Department  of 
History  and  Political  Science,  West  Virginia  University. 

8:00  P.M.  ALUMNI  NIGHT. 
Harold  Freeman,  '16,  Presiding. 

Annual  Alumni  Address,  "The  New  Individualism," 
The  Reverend  William  S.  Bovard,  '88,  A.M.,D.D. 


22  DEDICATION  EXERCISES 

Tuesday,  June  21 

10:00  A.M.   DEDICATION  OF  THE  THOMAS   BLANCHARD 
STOWELL   HALL  OF   EDUCATION 

Professor  Lester  B.  Rogers,  Ph.D.,  Presiding 

Educational  Address,  "The  Effect  of  Changing  Conceptions  of 
Government  upon  Education,"  by  the  Honorable  Will  C.  Wood, 
A.M. 

Dedicatory  Addresses, 

1.  "The  Work  of  Doctor  Stowell," 

Professor  Emory  S.  Bogardus,  Ph.D. 

2.  "A   Personal   Appreciation   of   Doctor   Stowell," 

Dean  Ezra  A.  Healy,  S.T.D. 


11:00  A.M.    Educational  CoNFERE^xE: 


What  May  be  Done  to  Understand  the  Intellectual  and  Social  At- 
titude of  High  School  Graduates?" 

1.  By  the  College: 

Doctor  Harry  N.  Wright,  President  Whittier  College. 

2.  By  the  High  Schools: 

Mr.  Merton  E.  Hill,  A.M.,  Principal  of  Chaffee  Union 
School  and  Junior  College,  Ontario. 

11:30  A.M.  Round  Table  Discussion 


GENERAL   PROGRAM  23 

3:00  P.M.  EXERCISES  IN  RECOGNITION  OF  DELEGATES 
Dean  Rockwell  D.  Hunt,  Presiding. 


Delegates,  guests,  faculty,  alumni  and  senior  classes  met  at  the  Old  College 
and  marched  .to  the  Auditorium  in  a  body.  (Seats  were  reserved  for 
all  in  academic  costume.) 

Piano  Prelude. 

Invocation. 

Roll  Call  of  Delegates. 

Responses : 

On  behalf  of  the  State: 

His   Excellency  the  Governor  of  California,  The  Honorable 
William  D.  Stephens. 

On  behalf  of  the  State  Board  of  Education: 
President  Ernest  P.   Clark,  A.M. 

On  behalf  of  the  Los  Angeles  City  Schools: 

Superintendent  Susan  M.  Dorsey,  LL.D. 

On  behalf  of  Colleges: 

President  James  A.  Blaisdell,  LL.D.,  Pomona  College. 

On  behalf  of  Universities: 

Professor   Lindsay   Rogers,   Ph.D.,  Harvard   LIniversIty. 

Poem:     "Learning  and  Loving." 

Professor  Richard  E.  Burton,  Ph.D.,  L^niversity  of  Minnesota. 


4:30—6:30  p.m.  ANNUAL  RECEPTION  by  President  and  Mrs. 
Bovard  in  honor  of  the  Senior  Class,  Alumni,  Visiting  Rep- 
resentatives, Faculty  and  Friends. 


24 


DEDICATION  EXERCISES 


Tuesday,  June  21 

8:15  P.M.  ORGAN  RECITAL  AND  DEDICATION  OF  ORGAN 

By  Edwin  H  Lemare,  Municipal  Organist  of  San  Francisco. 

Dean    Walter   F.    Skeele,   Presiding. 


Prologue  and  Prayer  of  Dedication,  by  The  Reverend  W.  E.  Tilroe, 
D.D.,  Maclav  College  of  Theology. 


1.  Prelude  to  "Lohengrin" 

2.  Minuet  in  A 

3.  Sylvine  (From  La  Frandole  Suite) 

4.  Sonata  No.  6.  .  .  . 


Wag7ier 

Boccherini 

Dubois 

Mendelssohn 


intermission 


5.  a.  "I'll  Sing  Thee  Songs  of  Araby." 


b.  "Loch  Lomond." 


6.  Scherzo  (From  D  Minor  Symphony  No.  2)         .         .         Lemare 

(By   request) 

7.  Improvisation  on  a  Theme  of  three  bars  submitted  by  audience. 


8.  Concert  Overture  in  C  Minor 


Holli 


A  complete  description  of  the  organ  will  be  found  in  the  Appendix. 


GENERAL   PROGRAM  25 

Wednesday,  June  22 
SOCIOLOGICAL  CONFERENCE 

Arranged  in  conjunction  with  the 
Southern  Cahfornia  Sociological  Society. 

10:00  A.M.  Professor  Emory  S.  Bogardus,  Ph.D.  Presiding 

Address,  "Justifiable  Individualism,"  by  Professor  Frank  W.  Black- 
mar,  Ph.D.,  Dean  of  the  Graduate  School,  University  of  Kansas. 

11:10   A.M.   Doctor   Blackmar,  Presiding 

Address,  "Social  Problems  in  North  Carolina,"  by  Professor  E.  C. 
Branson,  A.^M.,  LItt.D.,  Head  of  the  Department  of  Rural 
Economics   and  Sociology,  LTniversity  of  North  Carolina. 

1 :  10  P.M.  Doctor  E.  J.  Lickley,  Presiding. 

Address,  "Problems  of  Outdoor  Relief  in  Los  Angeles  County," 
by  Mr.  D.  F.  McLaughlin,  Assistant  Superintendent  Los  Angeles 
County   Charities. 

Address,  "Problems  of  Self-Government  at  George  Junior  Republic, 
Chino,"  by  Professor  George  S.  Sumner,  Ph.D.,  Department  of 
Economics  and  Sociology,  Pomona  College. 


3:00  P.M.  Iv)'  Day  Ceremony  by  the  Class  of  1921,  on  the  Campus. 


26  DEDICATION  EXERCISES 

Wednesday,  June  22 

8:15  P.M.  ORATORIO:  HAYDN'S  CREATION 

Presented  by  the  Choral  Union  oj  the 
University  of  Southern  California. 


Auditorium  of  the  George  Finley  Bovard  Administration  Building. 

Horatio  Cogswell,  Conductor.  Dean  Walter  F.  Skeele,  Organist. 

Homer  Simmons,  Pianist. 

CHARACTERS     REPRESENTED: 

T-  V  Soprano       .  .  .       Madam  Isabella  Curl-Piana 

Eve  )      ^ 

Uriel  Tenor  ....  Raymond  Harmon 

Raphael    ^  ^^^^ P^^^  ^    McPherson 

Adam 


The  Choral  Union  wishes   to  express   its   appreciation  to  the  following  artists 
for  their  generous  assistance  in  the  choral  parts: 

Sopranos:  Tenors: 

Miss  Lillian  J.  Backstrand  Mr.   W.   L.   French 

Mrs.  Annie    Mottram    Craig  Mr.    Ewart    D.   Williams 

Mrs.  Ray  Charles   Arnold  Mr.   Orrin    Padel 

Mrs.  Arthur   M.    Perry  Mr.  A.  A.  Boynton 

Miss  Clara   A.    Seymour 

Bass: 

Mr.  Robert    S.    Maile 

Mr.  C.    B.    Peterson 

Mr.  E.    Warren    Mattoon 

Mr.  Edward  J.  Reunitz 


GENERAL   PROGRAM  27 

Thursday,  June  23 

10:00  A.M.  SCIENCE  CONFERENCE 
Professor  Albert  B.  Ulrey,  A.M.,  Presiding 


Address,  "Research  In  the  Citrus  Experiment  Station,"  Doctor  J. 
T,  Barrett,  Director  of  the  Citrus  Experiment  Station,  Univer- 
sity of  CaHfornia. 

Discussion. 

Address,  "The  Organism  and  its  Environment,"  by  Doctor  F.  B. 
Sumner,  Resident  Biologist,  Scripps  Institution  for  Biological 
Research,  University  of  California. 

Discussion  led  by  Professor  C.  O.  Esterley,  Ph.D.,  Department  of 
Zoology,  Occidental  College. 

Discussion,  "The  Place  of  Science  in  Education,"  led  by  Professor 
Samuel  Rittenhouse,  Ph.D.,  Department  of  Zoology,  University 
of  Southern  California. 

and 

Professor  W.  A.  Hilton,  Ph.D.,  Department  of  Zoology, 
Pomona  College, 


28  DEDICATION   EXERCISES 

Thursday,  June  23. 
3.00  P.M.  ACADEMIC  PROCESSION. 

4:00  P.M.  COMMENCEMENT  EXERCISES  AT 
EXPOSITION  PARK 

Musical  Program  By  the  University  Band. 

Processional  March. 

Commencement  Procession. 

The  Marshals  of  the  Commencement  Exercises 
Graduates 

The  Faculties  of  the  University 
The  Trustees  of  the  University 
The  Commencement  Chaplain 

The   President   of  the    University    and    the    Commencement 
Speaker 

National  Hymn,    The  Audience  sta?iding  and  singing. 

1  My   country!   'tis   of   thee,  3  I   love  thine   inland  seas, 
Sweet   land   of    Liberty,  Thy  groves  of  giant  trees. 

Of   thee   I   sing:  Thy  rolling  plains; 

Land  where  my  fathers  died,  Thy   mystic    canyons   deep, 

Land  of   the  pilgrim's   pride.  Thy    mighty    rivers'    sweep. 

From  every  mountain  side  Thy   mountains   wild   and   steep — 

Let  freedom   ring!  All    thy    domains. 

2  My   native   country!   thee,  .  4  Our   Father's   God,  to  Thee, 
Land  of   the   noble   free,  Author    of    Liberty, 

Thy   name    I    love;  To   Thee   we    sing: 

I    love   thy   rocks   and   rills.  Long    may    our    land    be    bright 

Thy    woods    and    templed    hills,  With   Freedom's   holy   light, 

My   heart   with   rapture   thrills,  Protect  us  by  Thy  might, 

Like  that  above.  Great   God   our   King. 

The  third  stanza  adapted  by  Dr.  Henry  Van  Dyke 

Prayer,  by  The  Commencement  Chaplain, 

The  Right  Reverend  William   Bertrand   Stevens,  Ph.D. 

Commencement  Address,  "The  University:    Italy  to  California" 
Professor  Robert  \V.  Rogers,  Ph.D.,  L  L.D.,  Drew  Theological 
Seminary. 

Orchestra,  "Morning  Serenade." 
6:30  P.M.  ALUMNI  BANQUET 


GENERAL   PROGRAM 


29 


Thursday,  June  23 
8:15  P.M.  SECOND  RECITAL  BY  EDWIN  H.  LEMARE 


1.  "Great  G  Minor" 

2.  Scherzo  in  F 

3.  Prelude  to  "Parsifal" 

4.  Sonata  in  F    (by  request) 


Bach 

Hofmann 

Wagner 

Leviare 


(I.  Maestoso.   Piu   animato.     II.  Largo.     III.  Scherzo. 
IV.   Intermezzo.   V.   Finale) . 


The   following  extracts   from  a   London   critique,   may  be  of   interest: 

Opening  with  a  broad  majestic  phrase  of  sixteen  bars,  the  Piu  animato,  or 
principal  subject,  immediately  follows.  This,  with  its  peculiar  syncopated 
rhythm,  is  a  combination  of  the  old  and  new  in  musical  thought — the  imitative 
passage  being  almost  Mozartian.  After  the  second  subject  (Cantabile)  is 
announced,  the  movement  continues  in  this  quiet  mood,  without  the  usual 
"resumption"  of  the  principal  subject.  Fragments  are  now  heard  of  the  slow 
movement  which  is  to  follow,  and  we  are  led  directly  into  the  Largo.  This 
beautiful  Largo  is  a  welcome  return  to  the  old  classic  form.  All  is  at  rest. 
There  is  no  attempt  to  be  modern  or  "in  style."  The  opening  phrase  in  its 
pure  simplicity,  is  an  assurance  that  "God's  in  His  Heaven,  all's  right  with 
the  world."  Other  peaceful  subjects  follow  in  quick  succession.  The  brilliant 
and  joyful  Scherzo  with  its  accents  and  life-like  effects,  is  in  happy  contrast. 
A  short  Intermezzo,  written  in  quite  a  questioning  vein,  precedes  the  Finale. 
The  subject  is  treated  fugally  throughout — the  only  contrastive  passages  being 
a  second  subject  and  the  opening  subject  of  the  Sonata,  heard  pianissimo  in  the 
guise  of  a  chorale,  played  on  the  Vox  Humana.  On  the  last  two  pages  of  this 
interesting  work,  we  have  an  imposing  Allargando,  in  which  preceding  sub- 
jects are  combined.  This  Sonata  (published  by  Schott  &  Co.,  London)  worthily 
sustains  the  fame  of  its  composer,  and  will  doubtless  take  its  place  amongst 
the  best  of  classical  Organ  literature. 

INTERMISSION 

5.  (a)   "Minstrel  Boy." 

(b)   "Comin'  Thro'  the  Rye." 

6.  Improvisation  on  a  Theme  of  three  bars  submitted  by  the  audience 

7.  Toccata  in  F   (from  5th  Symphony)  ,  .  .         Widor 


Friday,  June  24 


8:15  P.M.  ANNUAL  COMMENCEMENT  CONCERT  OF  THE 
COLLEGE  OF  MUSIC 


PRELIMINARY  STATEMENT 

By  Wilbur  Harry  Long 


HISTORICAL 


In  response  to  a  felt  need  for  an  institution  of  higher 
learning  in  the  great  Southwest  which  should  combine  in 
its  educational  vision  the  trinity  of  culture,  intellectual 
achievement,  and  Christian  idealism,  the  university  of 
Southern  California  was  organized  in  1879,  and  incor- 
porated on  August  8th  of  the  following  year.  The  first 
building  was  erected  on  the  present  campus  site  in  1880, 
and  on  October  4th  of  the  same  year  the  institution  for- 
mally opened  for  instruction.  The  student  body  at  that 
time  numbered  9  in  Liberal  Arts,  and  89  in  the  High 
School  department.  The  growth  of  the  University  has 
been  steady  and,  in  recent  years,  remarkable.  In  1900, 
443  comprised  the  student  body ;  in  1907,  the  enrollment 
amounted  to  1905,  which  included  210  in  the  first  sum- 
mer session  held  by  the  University;  while  in  1912  the 
registration  had  reached  2696.  For  the  year  1920-21  the 
student  body  consists  of  4859. 

The  University  of  Southern  California  consists  of 
twelve  schools  and  colleges,  as  follows : 


CAMPUS  COLLEGES 


Graduate  School  of  Arts  and  Sciences,  Liberal  Arts, 
Theology,  Pharmacy,  Oratory,  Commerce  and  Business 
Administration,  The  School  of  Education,  The  College  of 
Dentistry  (Science  and  Technical  Building),  and  the 
University  High  School. 


32  DEDICATION  EXERCISES 

THE  NON-CAMPUS  COLLEGES 

The  College  of  Law,  Tajo  Building  at  First  and  Broad- 
way; The  College  of  Music,  3201  South  Figueroa;  The 
College  of  Dentistry  (Clinic  Building,  16th  and  Los  An- 
geles Streets;  and  The  Marine  Biological  Station  (for- 
merly at  Venice,  since  destroyed  by  tire,  the  future  site 
of  which  has  not  yet  been  determined). 

the  george  finley  bovard 
administration  building 

The  George  Finley  Bovard  Administration  Build- 
ing is  the  first  of  a  new  group  of  university  buildings  to 
be  erected  on  the  university  campus.  It  is  designed  to 
furnish  the  central  unit  of  a  group  composing  the  greater 
university,  and  contains  the  offices  of  the  administration, 
the  offices  of  the  departments  of  instruction,  and  the  aud- 
itorium, together  with  27  class  rooms,  lecture  halls,  and 
seminar  rooms.  One  of  the  finest  college  structures  in 
America,  the  building  is  thoroughly  fireproof  and  modern 
in  every  detail.  Included  in  this  composite  structure  are 
four  independent  units,  namely,  the  Auditorium,  the 
James  Harmon  Hoose  Hall  of  Philosophy,  and  the 
Thomas  Blanchard  Stowell  Hall  of  Education,  compris- 
ing the  north  and  south  wings  respectively,  united  and 
connected  by  the  Clock  Tower.  The  architectural  de- 
sign is  the  typical  Renaissance,  and  will  probably  indicate 
the  style  of  future  structures.  The  designer  of  the  struc- 
ture was  Mr.  John  Parkinson,  a  leading  architect  of  the 
Southwest,  and  the  contractor  was  Mr.  Edward  C.  English. 
The  total  cost  of  the  building  and  its  equipment  was  in 
excess  of  $600,000. 

The  Clock  Tower,  measuring  37  feet  square  and  ris- 
ing to  an  imposing  height  of  116  feet,  is  the  connecting 


':^"    '              .,/>..:  ^v■^ 

"^ /  /^^.■•-^ji 

'/.'  ^>^jiH 

— ■'/  /^^^'.^i^ 

'    ^^  .^flr 

o 


PRELIMINARY  STATEMENT  33 

unit  between  the  Auditorium  and  the  Hoose  and  Stowell 
Halls.  On  the  ground  floor  it  furnishes  the  main  en- 
trance to  the  Auditorium.  On  the  third  floor  of  the 
tower  is  a  lecture  room,  while  on  the  fourth  story  is  found 
the  Hall  of  Debate  and  Orator}'.  The  top  floor  of  the 
tower  is  an  observation  room,  affording  an  enchanting 
\'iew  of  the  citv  and  surrounding  countr)'.  The  statues 
on  the  tower  are  representative  of  the  progress  of  civil- 
ization. Facing  the  east,  from  right  to  left,  are  the  stat- 
ues of  John  Wesley,  founder  of  Aiethodism,  and  Bishop 
Alatthew  Simpson,  great  preacher  and  college  president. 
On  the  north  front,  facing  the  old  campus,  are  the  Ameri- 
can statesmen,  Abraham  Lincoln  and  Theodore  Roose- 
velt. The  statues  on  the  west  front  commemorate  class- 
ical achievement,  representing  Cicero,  the  orator,  whose 
statue  adorns  the  northwest  corner,  and  Plato,  the  philos- 
opher, on  the  southwest  corner.  On  the  south  front  are 
the  statues  of  Phillips  Brooks  and  Borden  P.  Bowne, 
American  leaders  in  religious  and  philosophic  thought, 
embodiments  of  spiritual  ideals  linked  to  wisdom  and 
learning. 

The  Auditorium,  with  a  seating  capacity  of  2,000,  is 
directly  back  of  the  tower  and  the  cloister.  The  ground 
floor  has  1,078  seats,  while  the  two  balconies  have  some- 
what less  than  500  each.  The  stage  is  56  feet  wide  and 
30  feet  deep,  and  has  a  seating  capacity  of  250.  Sixteen 
exits  lead  from  the  auditorium,  and  patent  opening  doors 
are  provided  to  prevent  jamming  in  case  of  panic  or  ex- 
citement. 

The  Organ^  in  the  auditorium,  is  the  largest  and  finest 
instrument  in  the  Southwest  and,  with  the  exception  of 
the  municipal  organ  in  San  Francisco,  the  largest  on  the 
Coast.  The  instrument  is  located  on  both  sides  of  the 
stage  and  in  the  triangular  chambers  formed  between  the 


34  DEDICATION   EXERCISES 

wings  of  the  stage  and  the  walls  of  the  auditorium.  The 
echo  organ  is  located  in  the  ceiling.  Perhaps  the  most 
remarkable  feature  of  the  organ  is  the  inclosing  of  all 
pipes  save  the  pedal  bourdon  in  swell  boxes,  which  gives 
the  organist  expressive  control  over  all  of  the  tones. 
Eleven  sets  of  movable  shutters  in  these  boxes  furnish  the 
means  of  control.  The  total  number  of  movements  is 
179,  including  80  stops,  34  couplers,  44  thumb  pistons, 
three  expression  pedals,  and  one  crescendo  pedal ;  the  total 
number  of  pipes  in  the  instrument  is  about  5,000.  The 
console  or  kev  desk  is  movable  within  a  radius  of  iiftv 
feet.  The  action  is  electro-pneumatic  and  the  wind  is 
furnished  by  a  twenty-five  horsepower  fan.  Three  dif- 
ferent wind  pressures  are  used,  3^,  6  and  15  inch.  The 
stops  are  in  the  form  of  stop  keys  arranged  in  one  horse- 
shoe-shaped row,  and  the  couplers  are  shorter  keys  above 
the  solo  keyboard.  The  stop  keys  are  colored  accord- 
ing to  the  classification  of  tone  which  they  control — the 
diapasons  are  white,  the  flutes  are  blue,  the  strings  amber, 
and  the  reeds  red.  The  combination  pistons  visibly  af- 
fect the  stops  and  are  all  adjustable  through  the  drawer 
system.  The  largest  pipes,  32  feet  long  and  large  enough 
for  a  good-sized  man  to  crawl  through,  gave  a  pitch  nearly 
one  octave  lower  than  the  lowest  tone  of  the  piano,  while 
the  smallest,  about  the  size  of  a  slate  pencil,  speaks  at  a 
pitch  one  octave  above  the  piano.  The  instrument  was 
built  by  the  Robert  Morton  Company  of  Van  Nuys,  at  a 
cost  of  $35,000. 

The  James  Harmon  Hoose  Hall  of  Philosophy  con- 
sists of  the  two  upper  floors  of  the  north  wing  or  unit  of 
the  composite  structure.  The  ground  floor  contains  the 
offices  of  the  President,  a  public  waiting  room,  and  Parlors 
A,  B,  and  C,  the  last  of  which  is  a  large  social  hall  for 
the  students,  and,  with  the  completely  equipped  kitchen- 


PRELIMINARY  STATEMENT  35 

ette,  is  available  for  social  functions  of  various  kinds. 
Furnishings  for  the  first  floor  have  been  donated  by  Bar- 
ker Brothers,  with  a  total  ^'alue  of  about  $15,000.  Par- 
melee-Dohrmann  have  contributed  the  equipment  of  the 
kitchenette  at  a  value  of  $1,000.  The  second  floor  con- 
tains the  offices  and  lecture  rooms  of  the  departments  of 
Philosophy  and  Psychology,  and,  at  the  west  end  of  the 
hall,  the  lower  lecture  hall,  with  a  seating  capacity  of  307. 
The  third  floor  contains  a  number  of  class  rooms,  and,  at 
the  west  end,  the  upper  lecture  hall,  with  a  seating  capa- 
citv  of  307.  At  the  east  end  of  the  floor  is  located  the 
Philosophv  Seminar  Room. 

The  Thomas  Blanchard  Stowell  Hall  of  Educa- 
tion consists  of  the  two  upper  floors  of  the  south  unit  or 
wing  of  the  Administration  Building.  On  the  ground 
floor  are  the  offices  of  the  Dean  of  the  Graduate  School, 
the  offices  of  the  Registrar,  together  with  the  fireproof 
\'ault  in  which  are  kept  the  records  of  the  university,  and 
the  offices  of  the  Treasurer,  Comptroller,  and  Business 
A4anager.  In  the  basement  are  the  men's  locker  and 
wash  rooms.  In  the  cloister  just  north  of  the  Registrar's 
office,  are  the  offices  of  the  superintendent  of  buildings, 
and  the  faculty  mail  boxes.  The  second  floor  is  given 
over  to  offices  of  various  departments.  On  the  third  floor 
are  numerous  class  rooms,  and,  at  the  east  end,  the  Edu- 
cation Seminar  Room. 

THE   PLANS   OF   THE   UNIVERSITY 

The  University  of  Southern  California  will  remain  per- 
manently a  city  university.  The  present  campus  con- 
tains 15  acres,  consisting  of  the  old  campus  and  the  west 
frontage  on  Universit}'  Ave.  between  34th  St.  and  Exposi- 
tion Boulevard.     Upon  this  site  will  be  erected  from  time 


36  DEDICATION  EXERCISES 

to  time  the  remainder  of  the  series  of  buildings  housing 
the  Greater  University,  of  which  the  George  Finley  Bovard 
Administration  Buildng  is  the  first.  Plans  call  for  a 
University  Library  Building,  a  Science,  a  Commerce  and 
Business  Administration  Building,  a  home  for  the  Maclay 
College  of  Theology,  and  buildings  for  other  departments 
and  colleges. 


PART  FIRST 
SPECIAL  EVENTS  OF  THE  WEEK 


SPEECHES  IN   CONNECTION  WITH 
DEDICATION  EXERCISES 

"I  AM  DEBTOR" 

Sermon  of  Dedication 

bishop  adna  wright  leonard,  d.d.,  l.l.d. 

Text:     Romans  1:14 
''/  am  debtor  both  to  the  Greeks,  and  to  the 
Barbarians;  both  to  the  wise,  and  to  the  unwise." 

The  classilication  of  the  human  race  that  is  here  made 
has  respect  rather  to  the  various  culture,  or  social  condi- 
tion of  men,  than  to  their  nationalities. 

Originally,  it  was  a  Greek  designation  for  themselves  on 
the  one  hand  and  for  the  rest  of  the  world  on  the  other. 
All  who  were  not  Greeks  were  Barbarians,  that  is,  they 
were  foreigners  to  the  Greeks. 

After  Alexander's  time,  B.C.  323,  the  Greek  language, 
the  language  of  culture,  became  cosmopolitan  and  the 
word  "Greeks"  began  to  denote  the  great  civilized,  domin- 
ant races. 

After  the  conquest  of  Greece  by  the  Romans,  B.C.  146, 
the  Greek  language  and  culture  largely  prevailed  at  Rome. 
"Captive  Greece  captured  its  rude  victors,"  and  the  Ro- 
mans, from  this  point  of  view,  were  classed,  as  Paul  class- 
ed them,  as  "Greeks."  From  that  time  on  the  word  barbari- 
ans denoted  all  the  uncivilized  world  besides.  Although 
in  this  grouping  the  Jews  seem  to  be  omitted,  they  came 
into  view  later,  where  from  the  Jewish  standpoint  the 
world  is  divided  into  Jews  and  Greeks. 


40  DEDICATION  EXERCISES 

The  most  striking  feature  of  this  statement  is  not  that 
Paul  made  a  classification  of  the  human  race  according 
to  the  custom  of  the  time,  but  rather  that  he  regarded 
himself  as  a  debtor.  He  was  a  debtor  to  those  who  had 
preceded  him  and  he  was  glad  to  admit  it. 

Malcolm  J.  McLeod  makes  this  clear  when,  in  speaking 
of  scholars  who  today  are  endeavoring  to  found  a  system 
of  morals  independent  of  the  Christian  religion,  he  says: 
"Some  of  them  are  positivists,  some  are  secularists,  some 
are  atheists,  all  are  agnostics  as  far  as  spiritual  faith 
is  concerned."  He  then  mentions  a  number  of  the  more 
illustrious  of  that  class  and  says,  "Was  not  the  soil  in 
which  they  grew  a  Christian  soil.^  The  atmosphere  they 
breathed,  was  it  not  a  Christian  atmosphere.^  How  much 
of  their  wealth  do  they  owe  to  a  Christian  environment.^ 
Is  it  possible  to  separate  the  river  from  its  banks  and  its 
tributaries — and  its  sources.^  The  tree  is  rooted  in  the 
ground  and  the  ground  contributes  ever}'thing  to  the  tree. 
To  boast  of  independence  here  were  vain  and  idle  boast- 
ing." Is  it  not  a  well-known  fact  that  sometimes  a  plant 
will  live  on  for  years  after  its  life-giving  sustenance  is 
withdrawn,  just  as  the  momentum  of  the  engine  keeps  it 
moving  after  the  steam  is  shut  off.  Such  men  as  John 
Morley,  Edmund  Gosse,  Ernest  Haeckel,  Maurice  Mae- 
terlink  and  others  could  not  dissociate  themselves  al- 
together from  the  Christian  environment  in  which  they 
were  reared. 

Did  it  mean  nothing  to  Herbert  Spencer  that  his  father 
was  a  Weslevan  non-conformist?  Did  David  Hume,  the 
"prince"  of  agnostics,  owe  nothing  to  the  fact  that  his 
mother  was  a  Christian  of  the  Susanna  Wesley  type.^ 
Huxley  was  brought  up  in  the  strictest  school  of  evangelic- 
al orthodoxy.  Tom  Paine  was  a  lay  preacher  in  the  Wes- 
leyan  Church  of  England  before  coming  to  America.  The 
father  and  grandfather  of  Nietzsche  were  Lutheran  clergy- 


SPECIAL  EVENTS  OF  THE  WEEK  41 

men.  Did  it  count  for  nothing  that  these  men  were  born 
in  Christian  homes  and  were  given  the  advantages  of  an 
environment  that  was  shot  through  and  through  with 
Christian  ideahsm?  They  were  debtors  to  the  past  in  a 
most  profound  sense  of  the  term  and  most  of  them  ad- 
mitted that  thev  owed  much  to  the  Christian  enclosure  in 
which  thev  had  been  nurtured. 

The  modern  mind  believes  profoundly  in  progress.  Ev- 
olution has  a  definite  place  in  its  thought.  It  is  convinced 
that  to-day  is  superior  to  yesterday.  If,  however,  we  be- 
lieve in  a  God,  in  a  pre-existent  absolute  Being,  from 
whom  all  things  have  come,  and  in  whom  all  things  con- 
sist, we  realize  that  our  notion  of  progress  is,  after  all,  a 
relative  one.  As  Brierly  says,  "There  has  always  been 
something  better  than  our  best,"  and  "the  past  has  con- 
tained a  quality  of  being  which  has  surpassed  infinitely  our 
greatest  ideas." 

Christian  education  demands  growth  on  our  part  and 
adopts,  as  its  chief  end,  the  development  of  character.  The 
demand  of  the  materialist  is  almost  irrational,  for  while 
he  assures  us  that  we  are  simply  the  product  of  the  forces 
which  have  gone  before  us,  he  nevertheless  insists  that  we 
shall  surpass  our  ancestors.  He  says  master  your  diffi- 
culties and  rise  above  untoward  conditions,  but  he  has 
already  taught  us  that  we  are  nothing  but  the  product  of 
our  environment. 

Bishop  Bashford  is  authority  for  the  statement  that  a 
United  States  Senator  once  visited  the  birthplace  of  Pat- 
rick Henry.  As  he  stepped  out  of  the  car  and  gazed  up- 
on the  loftv  mountains,  he  exclaimed  with  delight:  "No 
wonder  Henry  was  such  an  orator.  These  mountains 
could  not  have  produced  a  type  of  eloquence  less  sublime 
than  his."  An  old  farmer  at  the  station  heard  what  the 
senator  said  and  called  out,  "These  mountains  have  been 
here  a  long  time,  stranger,  but  they  have  not  produced  an- 


42  DEDICATION  EXERCISES 

other  Patrick  Henr}'."  The  Bishop's  comment  is  to  the 
point  when  he  says,  "Henry  was  not  the  product  of  his 
environment.  It  was  the  lofty  soul  within  him  that  spoke 
in  sublime  eloquence.  Christianity  does  not  come  to  a 
man  and  say  that  at  best  he  is  only  an  animal,  and  then 
make  the  impotent  demand  that  he  shall  grow  into  a 
Christlike  character."  The  truly  Christian  person  is  not 
concerned,  at  any  rate,  he  is  not  troubled,  regarding  the 
method  by  which  God,  our  Heavenly  Father,  has  brought 
the  human  body  into  existence.  The  creative  hand  of  the 
Almighty  God  may  be  seen  just  as  plainly  in  a  theory  of 
evolution  as  in  that  of  a  direct  creation.  Of  one  thing  he 
is  sure  and  that  is  that  God  is  the  author  of  his  life,  that 
He  has  breathed  into  the  human  soul  and  that  man  has 
become  a  living  spirit.  Growth  in  character  is  the  cease- 
less demand  of  Christianity  and  fundamental  to  this  de- 
mand is  Christianity's  insistence  upon  man's  divine  origin 
and  destiny.  The  Christian  man  beholds  Him,  who  "hum- 
bled Himself  and  became  obedient  unto  death,"  that  He 
might  take  our  human  nature  up  into  His  divine  nature, 
revealing  to  us  man's  divine  capacity  by  and  through  Him. 
When  the  whole  mind  is  opened  to  Christ  and  all  things 
are  brought  into  subjection  to  His  holy  will,  then  are  we 
truly  Christian.  This  has  been  the  faith  of  the  Church 
throughout  the  centuries.  It  is  our  rich  inheritance.  We 
are  indebted  to  a  glorious  past. 

fVe  are  debtors  to  the  past.  But  for  the  past  there  could 
not  be  any  history.  The  knowledge  of  the  present  has 
come  out  of  the  past.  We  are  the  rich  heirs  of  all  that  has 
gone  before  us. 

The  great  religions  of  the  zvorld  have  come  out  of  the 
past,  and  the  experience  of  by-gone  generations  teaches  us 
what  are  the  things  to  which  we  should  hold  fast  and  what 
are  the  things  we  should  let  go. 


SPECIAL  EVENTS  OF  THE  WEEK  43 

Our  patriotism  is  not  based  upon  merely  the  present, 
hut  it  roots  hack  into  the  past.  Our  patriotism  is  stirred 
as  we  think  of  the  Pilgrim  Fathers  estabUshing  a  new  or- 
der of  things  on  the  shores  of  this  western  hemisphere. 
Our  hearts  are  warmed  as  we  think  of  George  Washington, 
the  Father  of  his  Countr\',  and  all  the  events  of  the  early 
days  of  our  nation  that  gather  around  that  name.  So  with 
Abraham  Lincoln  and  the  Civil  War;  William  McKinley 
and  the  Spanish-American  War;  and  even  now,  we  are 
moved  tremendously  as  we  think  of  the  sacrifices  that 
have  been  made  in  the  recent  war  and  the  price  the  nations 
of  the  world  have  had  to  pay  in  order  that  peace  might 
be  permanently  established.  Our  patriotism  is  not,  there- 
fore, a  thing  of  the  present  merely,  but  it  is  definitely  re- 
lated to  the  past. 

The  Bible  has  come  out  of  the  past.  It  has  done  far 
more  for  the  world  than  any  other  book  and  occupies  a 
primacy  all  its  own.  It  is  the  master  word  that  rebukes 
shams  and  evil  of  every  character.  It  has  a  moral  urgency 
characteristic  of  no  other  book  and  tells  not  only  of  some 
other  world  at  some  future  time,  but  it  admonishes  that 
here  and  now  we  are  to  develop  our  powers  and  face  life's 
tasks  with  courage,  faith  and  determination.  It  teaches 
that  whatever  hampers  the  spirit  in  performance  of  life's 
great  tasks  must  be  mastered.  Evil  cannot  lift  its  ugly 
head  in  the  face  of  the  Bible  without  shrinking,  and  tremb- 
ling and  fleeing.  It  teaches  that  the  highest  life  is  the  life 
of  sacrificial  service. 

None  of  us,  whatever  his  mental  attitude,  can  dis- 
sociate himself  absolutely  from  the  past.  Behind  us  there 
are  nineteen  Christian  centuries  which  throb  and  beat  in 
our  pulses  to-day.  When  men  talk  of  "the  new  order" 
and  of  the  "clean  slate,"  as  some  revolutionaries  are  talk- 
ing, they  need  to  be  reminded  not  only  of  their  debt  to  the 
past,  but  also  of  the  fact  that  they  cannot  absolutely  dis- 


44  DEDICATION   EXERCISES 

connect  themselves  from  that  which  has  preceded  them. 

We  must,  however,  he  carejul  not  to  disparage  the  pres- 
ent in  glorification  of  the  past. 

Nations  and  individuals  have  suffered  from  the  pull  of 
the  past. 

Until  the  era  of  modern  Christian  Missions,  the  heathen 
and  pagan  peoples  suffered  from  the  pull  of  the  past.  Of 
all  nations,  China  affords  the  m.ost  striking  example. 
Chinese  civilization  became  arrested  because  of  its  unreas- 
oning devotion  to  ancestors.  As  a  nation,  the  Chinese  have 
been  held  back,  not  by  the  men  around  them,  but  by  the 
generations  of  the  past.  To  be  sure,  there  are  some  other 
causes  for  the  immobility  of  China,  such  as  its  seclusion 
from  Europe  by  mountain  ranges  and  deserts  and  its  long 
inaccessibility  by  sea.  Its  main  cause,  however,  is  its 
glorification  of  the  past. 

When  Sun-Yat-Sen  was  chosen  provisional  President 
of  the  Chinese  Republic  in  1912,  one  of  the  first  public 
acts  was  to  visit  the  "JVIing  tombs"  near  Nanking,  where 
the  emperors  of  the  great  Ming  dynasty  are  buried,  and  in 
solemn  ceremony  to  "inform"  his  official  ancestors  of  his 
accession  to  power. 

It  was  the  pull  of  the  past  that  caused  the  arrested  civi- 
lization of  China.  She  is  a  striking  illustration  of  what 
may  befall  any  nation  that  fails  to  master  her  environment 
and  that  does  not  adapt  herself  to  changing  conditions. 
Her  reverence  for  the  past  took  from  her  all  initiative  and 
she  became  satisfied  w4th  traditions  of  an  ancient  past. 
Behold  her  to-day !  How  impotent  against  the  encroach- 
ments of  Japan.  But  for  the  Christian  nations  her  teem- 
ing millions  would  long  since  have  come  under  the  control 
of  her  ambitious  neighbors.  Her  unreasonable,  if  not  her 
fanatical,  reverence  for  the  past,  has  well  nigh  cost  her  a 
place  among  the  other  nations  of  the  world. 

When  the  Russians  were  defeated  by  the  Japanese,  Ad- 


SPECIAL  EVENTS  OF  THE  WEEK  45 

miral  Togo  sent  the  following  telegram  to  his  emperor: 
"The  virtue  of  your  majesty  and  the  help  of  our  ancestors 
have  won  for  us  the  victor}\" 

In  Africa  no  sa\'age  is  free  from  the  customs  of  the  past 
by  which  he  is  held  under  absolute  control. 

So  it  is  with  India  where  the  caste  system  roots  itself  in 
the  generations  of  past  centuries.  And  so  it  is  with  other 
ancient  peoples.  Oh,  the  enervating  and  deadly  pull  of  the 
past! 

The  religion  of  Jesus  Christ  alone  is  capable  of  furnish- 
ing the  dynamic  that  can  accomplish  what  cannot  be 
brought  about  by  marching  armies. 

It  contemplates  the  reconstruction  of  society  and  already 
there  are  indications  of  the  coming  victor}\ 

China  is  awakening  to  a  new  day. 

Africa  is  rubbing  the  sleep  of  centuries  from  her  eyes. 

India,  feeling  the  uplift  of  the  mass  movement  of  that 
great  land,  is  announcing  that  the  Kingdom  is  coming. 

The  fact  is  the  old  civilizations  are  not  only  crumbling, 
they  are  crashing  to  pieces.  The  new  day  is  at  hand!  But 
this  day  has  long  been  delayed  because  the  older  nations 
have  for  centuries  been  facing  the  past. 

So  with  the  man  who  glorifies  the  past  unduly.  There 
are  those  who  are  such  slaves  to  the  past  that  anything 
that  can  now  be  done  is  feeble  and  not  worth  doing.  Such 
an  attitude  paralyzes  the  present,  kills  effort  and  robs  life 
of  dignity.  The  present  exists  only  that  it  may  be  carried 
forward  into  a  nobler  future.  We  are  heirs  of  the  wisdom 
of  the  ancients,  with  advantages  of  knowledge  and  greater 
opportunities  than  ever  generations  of  the  past  dreamed  of 
possessing. 

That  which  bulks  biggest  in  the  thought  of  the  present 
is  reverence  jor  human  life. 

The  world  to-day  has  a  sense  of  the  worth,  the  dignity 
and  the  divinitv  of  man  such  as  it  has  never  had  before. 


46  DEDICATION  EXERCISES 

A  modern  historian  finds  this  key  to  the  difference  be- 
tween ancient  and  modern  ciUvization : 

Ancient  civiHzation  was  concerned  solely  with  the  in- 
terests of  the  favored  few.  The  thought  of  the  living  pres- 
ent is  the  welfare  of  the  people.  Slavery  was  the  common 
lot  of  the  common  people  in  the  first  century  of  the  Chris- 
tian Era.  In  Paul's  day  three  out  of  five  people  in  the 
city  of  Rome,  which  then  numbered  a  million  and  a  half 
of  souls,  were  slaves. 

A  famous  thinker  of  antiquity  was  accustomed  to  speak 
of  "tools,  living  and  lifeless."  A  slave  was  a  living  tool. 
What  changed  this  view  and  led  the  world  to  an  apprecia- 
tion of  the  value  of  the  individual  man,  woman  and  child  .^ 
There  is  but  one  answer  and  that  is  Jesus  Christ  and  His 
gospel.  No  one  was  more  to  Christ  because  of  his  riches 
and  no  one  was  less  because  of  his  poverty.  He  cared 
nothing  for  rank  and  social  distinctions.  The  incarnation 
reveals  not  onlv  the  sacrificial  love  of  the  Father,  but  also 
the  glory  of  man. 

It  has  taken  the  world  a  long  time  to  understand  this 
and  to  come  to  it,  but  the  present  conditions  of  society  and 
of  the  world  although  in  some  respects  alarming,  in  others 
give  evidence  that  it  is  beginning  to  realize  the  significance 
of  it  all. 

The  whole  world  has  been  brought  to  a  fresh  recognition 
of  the  worth  and  dignity  of  the  individual.  The  ideals  of 
Jesus  Christ  are  being  given  world-wide  recognition  as 
never  before. 

I  have  no  doubt  but  that  most,  if  not  all,  in  this  audien?e 
will  agree  with  me  v/hen  I  say  that  there  are  certain  social 
philosophies  abroad  in  the  world  to-day  that  are  utterly 
destructive  of  democracv  and  aim  at  nothing  less  than  the 
overthrow  of  all  democratic  governments.  Among  these 
are  Bolshevism,  which  is  becoming  increasingly  a  world 
menace,  and  other  phases  of  radicalism  such  as  are  involv- 


SPECIAL  EVENTS  OF  THE  WEEK  47 

ed  in  communism  and  political  socialism.  Those  who  es 
pouse  such  social  theories  demand  the  abolition  of  the 
United  States  Senate,  the  election  of  all  judges  for  short 
terms  onh',  and  the  taking  away  from  the  Supreme  Court 
the  right  to  pass  on  the  constitutionality  of  legislatiye  en- 
actments. They  also  demand  that  the  yeto  power  of  the 
President  be  withdrawn  and  do  not  hesitate  to  declare  that 
those  who  shaped  and  fashioned  the  American  constitution 
were  grafters,  men  of  inferior  mental  calibre  and  mere 
attorneys  for  the  capitalistic  class. 

With  these  neither  you  nor  I  will  agree  and  America 
cannot  afford  to  temporize  with  them.  Though  they  be 
\yrong  and  antagonistic  to  the  best  interests  of  society  and 
of  the  state,  if  you  were  to  run  back  the  social  discontent 
to  which  they  giye  expression,  you  would  find  that  it  is 
due  to  the  emphasis  that  is  being  placed  upon  the  rights 
and  prerogatiyes  of  the  indiyidual.  True,  they  mistake 
liberty  for  license  and  know  nothing  apparently  of  "liberty 
defined  and  assured  by  law,"  but  the  whole  social  upheayal 
runs  back  to  the  appeal  that  is  made  to  the  indiyidual  on 
the  ground  of  his  personal  rights. 

All  those  who  come  to  this  country  to  enjoy  the  priyi- 
leges  and  blessings  which  America  youchsafes  to  those  who 
come  to  make  this  countr}^  their  home,  must  know  that 
the  American  people  will  brook  no  interference  with  our 
American  institutions  and  that  we  will  not  tolerate  within 
our  borders  aliens  who  become  the  enemies  of  our  goyern- 
ment  and  the  destroyers  of  our  Christian  civilization. 

The  teachings  of  Jesus  haye  literally  saturated  literature, 
created  new  social  ideals,  influenced  the  education  of 
statesmen  and  public  leaders,  and  haye  dominated  the  so- 
cial conscience  throughout  the  world.  The  Christian 
Church  has  passed  through  many  crises.  She  was  com- 
pelled to  determine  what  her  attitude  should  be  toward 
the  Roman  Empire  and  toward  Greek  philosophy.    In  the 


48  DEDICATION   EXERCISES 

middle  ages  she  had  to  face  the  question  of  her  relation  to 
those  processes  which  were  bringing  into  existence  a  new 
Europe.  During  the  Renaissance  she  was  confronted  by 
the  problem  of  the  new  learning.  In  the  Reformation  she 
struggled  with  the  question  of  her  relation  to  the  new  in- 
dividualism in  religion  and  politics,  and  in  the  period  of 
revolutions,  wrestled  with  the  theories  of  natural  rights 
and  vested  privileges.  These  are  all  great  crises,  but  none 
were  more  vital  to  the  well-being  of  the  world  than  that 
through  which  she  is  now  passing.  The  past  twenty-five 
years  have  witnessed  an  earnest  effort  on  the  part  of  the 
Church  to  recover  the  social  impulse  of  her  earliest  days. 
Prior  to  this  time,  she  was  in  grave  danger  of  losing  her 
social  vision.  With  changing  social  conditions,  the  Church 
too  frequently  withdrew  from  the  field  and  sought  "a  more 
favorable  location."  Instead  of  placing  herself  in  a  posi- 
tion whereby  she  could  understand  and  sympathize  with 
the  masses,  again  and  again  the  Church  moved  away, 
leaving  the  community  and  its  far-reaching  interests  to 
the  mercy  of  street  preachers  and  agitators,  whose  ideals 
were  in  direct  antagonism  to  those  for  which  the  Church 
stands.  Her  face  is  now  set  steadfastly  toward  the  future 
and  her  ministr}',  while  increasingly  social,  is  also  increas- 
ingly spiritual.  The  present  is  to  be  carried  forward  into 
a  nobler  future. 

Fully  recognizing  the  social  obligation  that  rests  up- 
on us  and  welcoming  all  that  is  truth,  the  positive  note 
that  will  tell  of  our  loyalty  to  the  cardinal  doctrines  must 
be  sounded  again  and  again.  The  effect  that  certain  teach- 
ing has  had  is  to  do  away  almost  entirely  with  the  positive 
note  in  our  faith  and  belief.  The  most  serious  defect  in 
the  teaching  process  of  modern  education  as  it  exists  to- 
day is  the  lack  of  the  developing  of  strength  and  skill  in 
moral  living.  What  is  taught  is  not  put  to  use  as  it  should 
be,  and  there  is  practical  need  that  secular  as  well  as  re- 


SPECIAL  EVENTS  OF  THE  WEEK  49 

ligious  teachers  learn  how  to  put  the  positive,  ethical, 
motor  note  into  their  teachings.  Without  positive  faith  we 
have  no  guarantee  that  will  make  effort  purposeful.  When 
unwavering  faith  takes  hold  on  God  and  affirms  that  Jesus 
Christ  and  His  Gospel  are  the  one  and  only  answer  to  the 
problems  of  life,  we  face  the  future  unafraid.  There  must 
be  injected  into  the  future  a  more  definitely  spiritual  em- 
phasis. 

This  alone  will  -prevent  our  faith  from  becoming  deca- 
dent. 

The  students  of  this  University  are  debtors  to  the  past. 
When  we  remember  those  who  founded  this  institution  of 
learning  and  recall  their  sacrifices  in  making  this  work 
possible,  we  are  inspired  because  of  what  they  did  and  be- 
cause of  what  they  planned. 

The  University  of  Southern  California  has  had  a  long 
and  creditable  career.  Like  all  other  schools  of  learning,  it 
has  had  its  ups  and  downs,  and  sometimes  its  downs  seem- 
ed more  numerous  than  its  ups.  However,  with  the  belief 
the  founders  had  in  the  Christian  ideals  encouraging  mod- 
ern education,  they  refused  to  give  up  the  task  and  have 
pushed  the  battle  until  to-day  it  stands  as  one  of  the  great- 
est institutions  of  its  kind  in  the  country- — the  third  larg- 
est in  student  enrollment  of  the  colleges  under  the  owner- 
ship and  direction  of  the  Methodist  Episcopal  Church. 
While  it  is  a  distinctly  denominational  school  of  learning, 
it  is  operated  on  the  broadest  lines  consistent  with 
loval  adherence  to  the  doctrine  of  Christian  faith.  All 
creeds  and  colors  are  welcome  to  the  halls  of  learning  here, 
provided  the  applicants  are  of  a  moral  character  to  warrant 
their  admission  and  are  honest  seekers  after  truth. 

To-day  we  assemble  for  the  first  time  as  a  University  in 
the  George  Finley  Bovard  building,  pronounced  by  com- 
petent architects  and  leaders  in  education  to  be  one  of  the 
most  complete  buildings  of  its  kind  in  this  or  any  other 


50  DEDICATION  EXERCISES 

State.  This  marks  the  beginning  of  a  new  epoch  for  this 
University.  The  success  of  this  entire  enterprise  is  due 
more  largely  to  President  George  F.  Bovard  than  to  any 
other  one  person.  For  seventeen  years  he  has  been  the  re- 
sponsible head  and  president  of  this  great  institution  and 
the  manner  in  which  he  has  financed  it  and  carried  it 
through  troublous  financial  times  is  a  marvel  to  those 
who  are  intimately  acquainted  with  all  the  facts.  It  is 
fitting  and  proper  that  this  building  should  be  named 
after  him  for  it  will  be  an  unperishing  testimony  to  the 
devotion  that  this  educator  has  shown  to  the  cause  of 
Christian  education.  We  honor  him  to-day  for  what  he 
has  been  as  a  leader  and  for  his  statesmanship  in  the  field 
of  modern  education. 

The  students  and  alumni  of  any  worthy  University  will 
be  true  to  her  past  ideals  only  as  they  do  not  fail  in  their 
present  duties.  This  institution  aims  at  helping  her  stud- 
ents, not  only  to  master  the  past,  but  to  relate  themselves 
practically  to  the  present  in  order  that  they  may  achieve 
future  success. 

God  bless  the  Class  of  1921  as  they  go  out  into  the  wide, 
wide  world  to  contribute  their  share  to  the  progress  and 
uplift  of  the  race. 

We  are  debtors  to  the  past  but,  with  uplifted  counten- 
ances, we  face  the  future  of  unparalleled  opportunity. 


FRATERNAL  GREETINGS. 

THE  RE\'EREXD  CARL  S.  PATTON,  D.D. 

First  Congregational  Church,  Los  Angeles. 


One  of  the  greatest  tasks  of  the  church  has  always  been 
the  task  of  education.  Our  pubHc  school  system,  with 
the  kindergarten  at  the  bottom  of  it  and  the  state  uni- 
versity at  the  top,  looks  so  big  we  are  apt  to  forget  how 
young  it  is.  Even  the  free  grammar  school  was  a  slow 
growth  in  America.  For  many  years  after  it  was  estab- 
lished it  was  not  at  all  clear  that  the  state  had  a  right  to 
spend  the  people's  money  for  the  luxur}'  of  a  high  school 
education.  And  it  is  only  within  a  comparatively  short 
time  that  twtrf  state  in  America  has  had  a  department 
of  Public  Instruction,  under  which  the  whole  system  from 
kindergarten  to  university  has  been  tied  into  one. 

The  state,  in  other  words,  is  a  new  comer  into  the  field 
of  education.  The  church  was  the  pioneer.  Among  the 
Jews  the  rabbi  was  teacher  and  interpreter  of  the  sacred 
law;  and  the  school  he  taught  was  part  and  parcel  of  the 
Jewish  religious  system.  In  the  middle  ages,  the  mon- 
asteries were  the  only  schools,  and  out  of  them  the  uni- 
versities grew.  In  England  and  on  the  continent,  the  uni- 
versities established  by  the  church  are  three  or  four  hun- 
dred years  older  than  those  founded  by  states  or  munici- 
palities. Even  in  America  the  older  universities,  like 
Harvard  and  Yale,  were  founded  by  the  church  from  a 
hundred  and  fifty  to  two  hundred  years  earlier  than  any 
state  university.  Even  those  branches  of  the  Christian 
church  that  do  not  depend  upon  the  intelligence  of  their 
people  have  realized  that  they  must  have  an  educated 


52  DEDICATION  EXERCISES 

clergy.  The  book  they  had  to  interpret,  the  tradition 
they  had  to  record  and  preserve,  the  whole  mission  that 
God  had  given  them,  was  not  to  be  accomplished  by  un- 
instructed  men.  The  churches  of  freer  and  more  forward- 
looking  spirit  have  had  a  gospel  that  required  for  its  un- 
derstanding an  educated  laity.  Education  has  therefore 
always  been  one  of  the  functions  of  the  church, — necessary 
to  her  life  and  in  some  degree  at  least  a  measure  of  her 
success. 

The  church  has  not  confined  herself  to  the  teaching 
of  religion,  but  has  spent  much  time  and  energy  teaching 
things  only  loosely  connected  with  it.  And  this  she  must 
always  do.  There  is  no  sacred  mathematics,  which  a  boy 
can  learn  in  a  religious  school,  and  which  will  be  different 
from  the  mathematics  he  might  learn  in  some  other. 
Chemistty  is  the  same  in  a  Methodist  college  or  a  state 
university.  There  is  no  Baptist  astronomy,  differing  from- 
undenominational  astronomy.  But  the  period  of  life  dur- 
ing which  young  people  receive  their  formal  education  is 
the  formative  period  of  their  lives  in  spiritual  matters 
as  well.  It  is  the  time  during  which  boys  and  girls  emerge 
from  the  religion  of  their  childhood  or  of  their  fathers 
and  mothers  and  find  one  of  their  own.  As  in  the  bodies, 
so  in  the  minds,  of  young  people  at  this  school  age,  more 
reconstruction  takes  place,  more  old  faiths  are  laid  aside 
and  more  new  ones  are  taken  on  than  in  any  other  period 
between  birth  and  death.  There  is  a  way,  also,  of  teach- 
ing even  the  simplest  and  the  least  spiritual  subjects, 
there  is  a  spirit  in  which  it  is  done,  and  a  personal  influ- 
ence that  is  diffused  in  it,  that  predisposes  people  toward 
or  against  religion.  And  it  has  been  the  aim  of  the  church 
to  produce  in  every  generation  not  merely  greatness  or 
culture  alone  but  that  temper  that  is  conducive  to  godli- 
ness. In  this  aim  she  would  quite  have  failed  if  she  had 
tried  to  teach  only  religion,  leaving  all  subjects  not  closely 


SPECIAL  EVENTS  OF  THE  WEEK  53 

connected  with  it  to  someone  else. 

Indeed,  if  the  church  had  taken  any  other  view,  and 
had  attempted  to  teach  reUgion  without  teaching  many 
other  subjects,  it  would  have  proved  quite  impossible. 
For  religion  goes  back  to  the  beginnings  of  things.  And 
when  you  teach  any  theor)"  of  creation  you  come  up  a- 
gainst  the  ancient  cosmogonies  and  the  modern  theories 
of  evolution,  and  vou  are  involved  at  once  in  some  sort 
of  scientific  teaching.  Religion  has  to  do  with  God's  rev- 
elation of  himself;  and  whatever  part  of  that  revelation 
He  has  made  through  human  beings,  the  record  of  his  do- 
ings over  a  vastly  longer  period  of  time,  is  written  in  the 
rocks, — and  you  come  to  geology.  There  is  a  revelation  of 
God  outside  of  and  bevond  this  little  world, — that  revela- 
tion  one  reads  through  the  telescope ;  and  none  can  read  it 
who  does  not  know  something,  at  first  or  second  hand, 
about  astronomv.  God  is  revealed  in  human  life, — and 
so  you  come  to  histor\'.  He  is  revealed  in  the  human 
mind, — and  so  you  come  to  psychology.  You  cannot  teach 
anything  about  God, — about  what  sort  of  God  he  is  and 
why  he  acts  in  one  way  instead  of  another,  without  reason- 
ing about  him, — and  so  you  come  to  philosophy.  Men 
who  are  not  distinctly  religious  have  their  ideals  also,  and 
conduct,  even  with  them,  is  three-fourths  of  life.  And 
when  you  ask  about  the  bearing  of  religion  upon  conduct, 
you  come  to  the  whole  sphere  of  ethics.  If  you  study  the 
histoPy'  of  religion,  whether  your  own  or  others',  you  come 
to  the  study  of  ancient  languages.  You  cannot  under- 
stand the  course  of  religion  in  the  past  apart  from  the 
customs  and  ideas  with  which  it  has  been  entangled  nor 
evaluate  the  religion  of  the  present  without  knowing  how 
men  live  now,  and  so  you  come  to  sociology.  Religion, 
in  a  word,  is  not  and  never  has  been,  confined  in  a  cir- 
cle of  its  ovv'n.  Like  ever}^thing  that  is  alive  and  growing, 
it  is  always  a  part  and  parcel  of  human  life.    No  teach- 


54  DEDICATION  EXERCISES 

ing  of  religion  is  possible  that  does  not  run  off  at  every 
step  into  the  teaching  of  something  else. 

The  obverse  of  this  fact,  even  the  secular  institutions  of 
learning  ought  for  the  good  of  society  to  know.  Man  is 
essentially  a  spiritual  creature.  Religion  has  been 
throughout  all  human  history  one  of  his  two  or  three 
great  and  permanent  concerns.  Wherever  you  find  people 
you  find  religion.  There  is  no  histor}'  of  the  Jews  apart 
from  Judaism ;  or  of  the  Persians  apart  from  Zoroastrian- 
ism;  or  of  the  middle  ages  apart  from  monasticism  and 
the  Catholic  church ;  or  of  Scotland  apart  from  the  Coven- 
anters ;  or  of  France  apart  from  the  Huguenots ;  or  of  New 
England  apart  from  the  Puritans.  Take  out  Moses,  and 
Gautama,  and  Isaiah,  and  Paul,  and  Augustine,  and  Mo- 
hammed, and  Luther,  and  Knox,  and  Wesley,  and 
Edwards,  and  the  clue  to  whole  periods  of  life  and  even  to 
whole  populations  and  continents,  is  lost.  That  a  man 
can  graduate  from  any  great  university,  and  know  noth- 
ing about  the  spiritual  histor)^  of  the  human  race,  is  a  re- 
flection not  upon  religion  but  upon  education.  I  wish  the 
great  state  universities,  that  enroll  so  large  a  proportion 
of  the  boys  and  girls  of  all  our  churches,  remembered  all 
this,  understood  that  no  man  is  truly  educated  who  is  ig- 
norant of  the  most  significant  chapter  in  the  histor}'  -^f  the 
human  race. 

What  the  Christian  Church  believes  is,  not  only  that 
there  is  this  spiritual  element  in  all  life,  and  that  therefore 
there  must  also  be  this  same  spiritual  element  in  all  o;ood 
education,  but  that  there  is  a  natural,  necessar}',  and 
friendly  relation  between  knowledge  and  religion.  She 
has  never  stultified  herself  by  the  assumption  that  the  less 
you  know  about  the  human  family  and  the  universe  iji 
which  it  lives,  the  easier  it  will  be  for  you  to  be  devout. 
Underlying  all  her  founding  of  great  schools  has  been  her 
conviction  that  the   same    God    who    made    the    truth 


SPECIAL  EVENTS  OF  THE  WEEK  55 

made  the  human  mind  to  discover  it,  and  that  whenever, 
and  in  whatever  realm,  that  truth  is  uncovered,  some  part 
of  the  infinite  Ufe  of  God  is  made  more  manifest.  Her 
interest  in  education  rests  upon  the  fact  that  whatever 
man  discovers,  God  reveals.  It  is  against  the  background 
of  this  great  truth,  and  as  a  commentar}^  upon  it,  that  her 
schools  and  colleges  range  over  the  entire  field  of  human 
knowledge,  rounding  out  all  their  teaching  with  the  teach- 
ing of  the  highest  and  best  part  of  man's  development, 
his  search  for  and  his  knowledge  of  the  living  God. 

While,  therefore,  I  do  not  begrudge  to  the  state  her 
growing  interest  and  influence  in  education,  I  rejoice  all 
the  more  in  the  growth  of  great  Christian  colleges  and  uni- 
versities. Free  from  merely  clerical  domination  they  must 
always  be, — not  timid,  nor  circumscribed,  but  looking 
with  eager  eyes  for  the  truth,  even  though  it  may  now  and 
then  contravene  some  cherished  tradition.  But  religious 
and  Christian  they  will  always  be,  seeking  behind  and 
within  all  knowledge  the  truth  that  makes  men  free,  and 
producing  not  merely  the  temper  that  makes  for  progress 
but  the  spirit  that  makes  for  godliness.  I  rejoice  in  the 
progress  that  this  day  signalizes ;  and  upon  all  the  labor 
which  this  day  crowns  with  success,  and  all  the  promise 
that  it  speaks  of  a  better  commonwealth  wise  in  the  things 
of  the  spirit.  I,  a  representative  of  a  sister  church  equally 
interested  in  education,  bring  you  my  heart  felicitations. 
God  bless  the  University  of  Southern  California,  and  make 
her,  in  His  kingdom,  a  city  set  upon  an  hill  that  cannot 
be  hid. 


PROLOGUE  AND  PRAYER 

AT   THE   DEDICATION    OF   THE    ORGAN 

DR.  \V.  E.  TILROE. 

Maclay  College  of   Theology. 

Through  lengthening  years  these  stately  halls  will  hail 
the  tread  of  tramping  feet.  Along  their  fretted  aisles  wise 
voices  of  the  great  and  good  will  quiet  folly  and  allay  un- 
rest. Eager  men  and  women  of  the  morrow  will  bring 
their  questionings  and  csLvr)'  hence  the  wondrous  peace  of 
knowledge  and  sage  counsel.  Under  this  roof,  fathers, 
mothers,  brothers,  neighbors,  friends,  eyes  winning  and 
wet  with  smiles  and  tears,  will  greet  and  grace  high  days 
when  dreams  come  true.  The  home,  the  church,  the  mar- 
ket, the  desk,  the  fatherland,  all  will  come  to  harbor  here 
as  sailors  from  the  seven  seas.  It  is  our  joy  that  the  an- 
cient solemn  speech  of  the  great  organ,  king  among  the 
princes  of  music,  is  to  be  our  company  in  all  our  goings. 
It  w^ill  cheer  us  when  the  road  is  heav}^  It  will  bid  us 
stand  and  wait  when  we  would  rush  to  weariness  and 
trouble.  It  will  say,  "Peace,  be  still,"  and  storms  will  die 
to  calm.  Nor  will  the  hours  be  few  when  it  will  open 
heaven  and  give  us  a  vision  of  God.  With  prayer  and  song 
we  dedicate  today  this  dream  of  our  pride  and  love.  May 
its  mighty  voice  tell  endless  generations  the  kindly  tale  of 
our  alma  mater,  the  University  of  Southern  California. 
May  it  bless  the  world  and  honor  the  Giver  of  all  good. 

DEDICATORY  PRAYER 

O  God  of  all  the  earth.  Father,  Redeemer,  our  Strength 
and  Joy:  we  bow  at  Thy  appearing:  we  sing  Thy  praise. 


SPECIAL  EVENTS  OF  THE  WEEK  57 

The  good  that  crowns  our  days  is  never  other  than  Thy 
gift.  Our  hopes  of  the  immortal  ages  are  of  Thy  begetting. 
We  rest  in  Thy  holy  keeping.  The  thought  of  our  hearts, 
our  love,  the  works  of  our  hands,  are  precious  in  Thy  sight. 
We  bring  the  far-flung  voice  of  the  great  organ  into  Thy 
ser\dce  assured  that  we  have  Thy  smile.  Is  it  not  written 
in  the  book:  "Let  everything  that  hath  breath  praise  the 
Lord.f"'  As  the  pilgrim  upon  his  staff  we  shall  lean  upon 
its  guiding  in  our  convocations,  and  be  glad.  It  will  sanc- 
tify our  joys.  It  will  comfort  our  grief.  That  it  is  with 
us  many  an  evening  shadow  shall  be  light.  Into  our  noon- 
time it  will  not  rarely  bring  a  shining  above  the  sun.  To 
the  culture  of  youth,  the  help  of  human  kind,  the  glory  of 
our  God,  we  give  this  kindly  voice  of  worship  and  delight. 
May  the  day  of  its  silence  be  far  away.  May  they  be  many 
who  sit  at  the  feet  of  the  Heavenly  Father,  because  it  is 
here.  Amen. 


UNDERSTANDING  OF  THE  TIMES 


Sermon    by 
THE  RIGHT  REVEREND   BISHOP  WILLIAM   BERTRAND   STEVENS 

Ph.D.,  LL.D. 

Men  that  had  understanding  of  the  times, 
to  kfiozu  tvhat  Israel  ought  to  do. 

—  I  Chron.  12: J2. 


These  were  men  of  the  tribe  of  Issachar,  who  under 
David  were  to  be  the  agents  of  a  new  social  era.  They 
were  men  of  great  courage.  They  were  men  of  self-sac- 
rifice and  devotion  to  duty.  But  the  quality  that  made 
them  stand  out  among  their  fellows  was  their  gift  of  an- 
alyzing the  need  of  the  day  and  age.  They  had  "under- 
standing of  the  times  to  know  what  Israel  ought  to  do." 
They  were  of  the  type  which  ever)"  generation  needs  in 
its  period  of  emergency,  of  the  type  which  the  world  needs 
today  as  seldom  ever  before. 

There  have  been  three  great  crises  in  the  Christian  era. 
The  first  was  that  which  we  call  the  Christological  crisis, 
in  the  third  and  fourth  centuries  of  the  Church's  life 
when  men  were  obliged  to  define  their  conception  of  Jesus 
of  Nazareth.  If,  as  you  read  the  story  of  the  early  coun- 
cils, dignity  and  reverence  seem  to  have  been  forgotten, 
remember  it  was  a  life  and  death  matter  to  the  early 
Church.  The  second  crisis  is  that  known  as  the  soteri- 
ological  when  at  the  Reformation  period  the  Church 
found  it  necessary  to  describe  man's  relationship  to  the 
Divine.  And  the  third  is  that  which  we  have  been  con- 
fronting for  some  decades  and  which  we  call  the  social 
crisis. 


SPECIAL  EVENTS  OF  THE  WEEK  59 

There  is  no  general  agreement  as  to  what  the  social 
crisis  is.  To  some  it  is  primarily  religious,  to  others 
moral,  and  to  still  others  economic.  It  is  probably  all  of 
these.  Certainly  when  we  read  that  great  states  in  the 
Union  are  eightv-five  per  cent  unchurched,  we  may  be- 
lie\'e  it  is  religious.  When  we  see  the  loosening  of  re- 
straints and  connections  all  about  us,  we  suspect  that  it 
is  moral.  When  we  are  confronted  with  all  the  malad- 
justments and  inequalities  of  our  industrial  system,  we 
know  it  is  economic.  Can  the  Christian  church  offer  any 
solution.^  It  can  by  raising  up  a  generation  of  men  that 
have  "understanding  of  the  times  to  know  what  Israel 
ought  to  do." 

In  considering  ways  and  means  of  securing  a  maximum 
of  effectiveness  from  the  Christian  church,  it  may  help 
you  to  recall  what  it  was  doing  for  several  decades  pre- 
ceding nineteen  hundred  fourteen,  to  meet  the  so-called 
social  crisis.  For  the  most  part,  the  Church's  solution  of 
social  problems  was  thought  to  be  in  the  institutional 
Church.  We  saw  the  success  of  the  Young  Men's  Christ- 
ian Asociation  and  kindred  institutions  and  decided  that 
the  fundamental  duty  of  organized  Christianity  was  to 
touch  life  at  a  dozen  points  instead  of  one.  We  honestly 
believed  that  if  religion  could  extend  its  influence  through 
clubs  and  classes  and  gymnasiums  to  the  unchurched,  a 
new  social  order  might  be  created.  As  a  result,  there 
sprang  up  all  over  the  country,  parish  houses  that  were 
perfect  beehives  of  industry  and  activity.  From  many 
points  of  view,  it  was  decidedly  worth  while.  In  any  case 
the  institutional  church  in  one  form  or  another  is  with 
us  to  stay  and  most  of  us  are  content  to  have  it  so.  One 
result,  however,  we  did  not  anticipate.  In  the  extension 
of  parochial  interests,  we  developed  a  generation  of  clergy 
whose  prophetic  functions  became  subordinated  to  the  ad- 
ministrative.    In  a  bright  little  book  written  some  years 


60  DEDICATION  EXERCISES 

ago  by  Doctor  John  W/atson  the  situation  was  analyzed 
thus ;  "As  the  social  tendency  of  the  congregation  is  be- 
coming more  marked  every  }'ear  and  new  inventions  are 
being  added,  it  is  vain  to  urge  a  return  to  the  simplicity 
of  the  past  when  a  congregation  was  a  body  of  people  v/ho 
met  to  worship  God  and  study  His  will.  For  this  kind 
of  institution,  a  teacher  to  expound  the  Bible,  or  a  pastor 
to  train  the  character  of  his  people,  is  hardly  needed  and 
certainly  he  would  not  be  appreciated.  The  chief  requi- 
site demanded  is  a  sharp  man  with  the  gifts  of  an  im- 
presario, a  commercial  traveler,  and  an  auctioneer  com- 
bined with  the  slightest  flavor  of  a  peripatetic  evangelist. 
Instead  of  a  study  lined  with  books  of  grave  divinity  and 
classical  literature,  let  him  have  an  office  with  pigeon- 
holes for  his  programs  and  endless  correspondence;  a 
cupboard  for  huge  books,  with  cuttings  from  newspapers 
and  reports  of  other  organizations,  a  telephone  ever  ting- 
ling and  a  set  of  handbooks  'How  to  make  a  Sermon  in 
Thirty  Minutes'  or  'One  Thousand  Racy  Anecdotes  from 
the  Mission  Field.'  "  This  was  illustrated  in  the  war  in  an 
interesting  way.  The  head  of  the  Southern  Department 
of  the  Army  Young  Men's  Christian  Association  said  he 
found  it  easier  to  get  Christian  ministers  for  a  social  or 
an  educational  program  than  for  a  religious  program.  It 
was  not  altogether  the  fault  of  the  clergy.  Through  cir- 
cumstances, they  had  become  administrators  and  turned 
instinctively  to  the  practical  tasks  they  could  do  best. 

The  time  is  ripe  for  a  revival  of  lay  leadership.  The 
clergy  must  be  men  of  vision  and  insight,  but  they  can- 
not be  if  they  spend  their  time  in  serving  tables.  No  one 
wants  the  minister  merelv  to  preach  vague  abstractions 
and  the  laity  to  see  nothing  beyond  the  temporal  neces- 
sities, but  is  it  not  possible  to  have  clergymen  faithful  in 
preaching  the  word  and  in  administering  the  sacraments 
and,  standing  shoulder  to  shoulder  with  them,  strong  vig- 


SPECIAL  EVENTS  OF  THE  WEEK  61 

orous  lavmen  ready  to  "carry  on"  in  every  department  of 
the  Church's  Hfe?  The  Church  needs  more  laymen  that 
have  understanding  of  the  times  who  will  Hve  and  preach 
in  their  own  way  a  gospel  for  today. 

Today's  gospel  must  be  a  gospel  of  enthusiasm.  If 
I  had  a  more  facile  pen  I  would  write  a  thesis  on  the  re- 
lation of  enthusiasm  to  religion  and  morality.  In  the 
first  chapter  of  Dean  Church's  History  of  the  Oxford 
Movement,  the  author  describes  the  fear  of  enthusiasm 
in  early  eighteenth  century  England.  It  was  in  that 
period  that  conditions  were  at  their  worst, — morally  and 
religiously — in  England.  "Every  one  laughs,"  said  Mon- 
tesquieu, "if  vou  talk  of  religion."  Bishops  boasted  that 
they  had  seldom  been  in  their  dioceses.  "Drunk  for  a 
penny,  dead  drunk  for  tuppence,"  was  a  street  motto; 
England  was  rescued  from  all  this  by  the  enthusiasm  of 
the  Wesley  an  and  Oxford  revivals.  I  believe  a  similar 
connection  could  be  traced  through  all  history. 

It  is  obvious  that  today  the  fine  flavor  of  apostolic  en- 
thusiasm has  been  somewhat  lost.  Organized  Christianity 
with  all  of  its  great  achievements  and  noble  ideals  may 
be  said  to  be  in  a  dangerous  state  of  "normalcy."  The 
Church's  problem  is  intensive  as  well  as  extensive  and 
your  task  as  followers  of  Christ  is  to  be  what  may  be 
called  (if  I  may  be  pardoned  a  cheap  and  thread-bare 
phrase,)  one  hundred  per  cent  Christians,  men  and  wom- 
en Vv^ho  are  ready  to  live  out  their  faith  to  its  ver}'  last 
implication,  men  and  women  who,  as  the  Bisiiop  of  Wor- 
cester puts  it,  will  not  shrink  from  the  crispness  of  re- 
ligion, men  and  women  who  are  ever  seeking  a  fresh  bap- 
tism of  the  Holy  Spirit.  You  know  the  story  told  by 
Robert  E.  Speer  of  the  voung  Chinese  from  a  remote 
province  who  after  telling  Mr.  Speer  many  things  of  the 
mission  work  in  his  province,  turned  to  him  and  said,  "Mr. 
Speer,  there  is  one  question  I  want  to  ask  of  you  about 


62  DEDICATION  EXERCISES 

the  Christians  in  your  country.  Are  they  men  and 
women  of  burning  hearts?" 

Today's  gospel  must  be  a  gospel  of  intelligence.  In 
so  many  phases  of  our  Church  life  the  impulse  of  the 
heart  and  the  impulses  of  the  mind  seem  arrayed  against 
each  other.  In  particular  does  this  seem  true  in  our  at- 
titude towards  industrial  questions.  Prejudice  and  class 
consciousness  close  our  minds  to  the  problems  of  labor. 
Vague  benevolence  on  the  part  of  our  clergy  stands  in  the 
way  of  any  real  contribution  to  the  solution  of  those  prob- 
lems. How  rarely  is  there  any  attempt  to  know  the  facts. 
The  program  of  the  British  Labor  Party  says,  "We  must 
have  more  warmth  in  politics ;  but  warmth  without  know- 
ledge is  like  heat  without  light."  In  a  recent  magazine  a 
chemist  has  written  an  article  in  which  Einstein's  theory 
of  relativity  is  applied  to  life.  There  is  one  wtvy  suggest- 
ive sentence  in  it:  "Ignorance  in  action  is  an  offence 
against  public  welfare  because  understanding  is  a  dimen- 
sion of  conduct."  Oh,  Christian  people,  Christianity  does 
not  demand  anv  definite  standard  of  intellectual  attain- 
ment.  It  is  its  glory  that  it  can  appeal  to  ever}'  man.  And 
yet  it  does  ask  that  we  use  the  brains  that  we  have.  Some- 
one has  said  that  it  doesn't  take  much  of  a  man  to  be  a 
Christian  but  it  takes  all  there  is  of  him.  Enthusiasm 
without  intelligence  is  useless.  You  mav  recall  the  old 
stor)'  of  the  colored  preacher  who  was  praying,  "Lord 
give  me  more  power,  give  me  more  power,  give  me  more 
power,"  and  a  young  negro  in  the  rear  shouted,  "Parson, 
it  isn't  more  power  you  need,  it's  more  light." 

Today's  gospel  must  be  a  gospel  of  faith.  Christianity 
is  irrepressibly  optimistic.  Through  its  optimism  it  turns 
defeat  into  victor}\  By  its  faith  it  can  venture  and  en- 
dure. The  world  craves  religion.  A  purely  humanitari- 
an gospel  may  satisfy  for  a  time  but  ultimately  it  will  be 
rejected.     Apart  from  religious  faith  we  are  in  a  cul-de- 


SPECIAL  EVENTS  OF  THE  WEEK  63 

sac  and  nothing  could  be  more  short-sighted  than  to  cut 
off  our  means  of  escape.  A  dramatic  story  is  told  of  the 
assassination  of  James  I  of  Scotland  by  some  of  his  lords 
in  fourteen  hundred  thirty-seven.  The  conspirators  were 
about  to  invade  the  royal  apartments.  The  queen  and 
some  of  her  attendants  were  letting  the  king  down  through 
the  floor  into  a  vault  beneath  from  which  there  was  an 
exit  to  safety.  At  the  great  door,  leaned  Catherine  Doug- 
las, one  of  the  queen's  ladies,  her  face  distorted  with  pain ; 
in  place  of  the  heav}^  bolt  which  had  been  mislaid,  her 
bare  arm  was  thrust  through  the  carriers.  This  heroic 
defence  served  long  enough  for  the  king  to  drop  down 
through  the  door  to  the  imagined  safety.  The  conspirators 
readily  found  the  door,  and  descending  found  there  the 
king.  The  means  of  exit  he  had  counted  on  was  blocked. 
Some  time  before  he  had  the  opening  walled  up  because 
it  interfered  with  his  tennis  game.  The  king  had  courage 
and  ingenuity  on  his  side  but  by  his  own  forgotten  act 
he  had  made  escape  impossible.  Whether  true  or  not, 
the  stor}'  is  a  forceful  parable.  The  world  may  have 
courage  and  ingenuity  but  it  cannot  escape  from  its  pres- 
ent chaos  except  through  the  religion  of  Jesus  Christ. 
"I  am  the  door;  by  me  if  any  man  enter  in,  he  shall  be 
saved  and  shall  go  in  and  out  and  find  pasture."  All  this 
must  men  of  understanding  of  the  times  realise. 

George  Washington  once  stood  before  a  regiment  of 
Connecticut  troops  and  said  "I  am  counting  on  you  men 
from  Connecticut."  Is  it  too  much  to  imagine  that  God 
is  looking  down  on  you,  the  intellectually  privileged,  and 
saying,  "I  am  counting  on  you,  counting  on  you  to  be  men 
of  understanding.?" 


EXERCISES  IN  RECOGNITION  OF 
DELEGATES 

INTRODUCTORY  ADDRESS 
RECOGNITION  DAY,  JUNE  21,  1921, 

DEAN  ROCKWELL  D.  HUNT, 

Presidiyig. 

The  presence  of  this  body  of  distinguished  guests  on 
the  platform  today,  and  of  this  audience  of  citizens  and 
friends,  does  great  honor  to  the  University  of  Southern 
Cahfornia.  Special  honor  is  most  worthily  bestowed  up- 
on the  one  man  who  stands  easily  first  among  educators 
of  Southern  California,  the  man  whose  name  has  with 
singular  appropriateness  been  given  to  this  magnificent 
building, — President  George  Finley  Bovard. 

We  are  highly  honored,  I  say,  to  have  present  with  us 
the  Governor  of  the  great  Commonwealth  of  California, 
our  distinguished  State  Superintendent  of  Public  Instruct- 
ion, presidents  of  sister  institutions,  and  professors  of  col- 
leges and  universities :  but  all  will  heartily  agree  with  me, 
I  am  sure,  when  I  affirm  that  the  one  figure  that  dominates 
this  occasion,  and  around  which  all  others  circle  to  do 
obeisance,  is  the  towering  figure  of  President  Bovard. 

Two  days  ago  this  noble  edifice  was  solemnly  dedicated 
to  the  high  purpose  of  Christian  education.  On  yesterday 
the  north  wing  was  appropriately  dedicated  as  an  enduring 
memorial  to  James  Harmon  Hoose ;  and  only  a  few  hours 
ago  the  south  wing  was  similarly  dedicated  to  Thomas 
Blanchard  Stowell.  At  this  time  we  have  assembled  our- 
selves— hosts  and  guests —  to  rejoice  together  and  to  re- 
count our  aims,  renew  our  hopes,  and  re-affirm  the  ideals 
of  Christian  education. 


w 
u 

o 


o 

a: 

Oh 


SPECIAL  EVENTS  OF  THE  WEEK  65 

This  exercise,  in  dedication  of  George  Finley  Bovard 
Administration  Building,  marks  the  beginning  of  a  new 
era  for  the  University  of  Southern  CaHfornia.  Time  does 
not  permit  us  to  recall  its  histor}'  and  yet  we  must  afford 
a  glimpse  or  two  into  the  past. 

In  1902-03,  the  first  year  of  President  Bovard's  en- 
cumbency,  the  total  enrolment  in  the  University  number- 
ed but  a  few  score  of  students ;  the  total  enrolment  for  the 
year  just  now  ending  (1920-21)  is  shown  to  be  4859  dif- 
ferent students.  The  Graduate  Department  of  the  Uni- 
versity was  established  in  1910-11,  and  10  years  later  it 
was  organized  into  the  Graduate  School  of  Arts  and  Sci- 
ences. The  enrolment  in  the  Graduate  School  for  1920-21 
was  211.  In  1911  the  University  of  Southern  California 
was  duly  authorized  by  the  State  Board  of  Education  to 
issue  the  formal  recommendation  for  the  California  High 
School  Teacher's  Certificate,  placing  it  on  the  same  basis 
as  the  University  of  California  and  Stanford  University 
in  this  respect.  Since  that  date  (including  the  present 
class)  the  High  School  Credential  has  been  granted  to  920 
candidates,  and  today  our  graduates  are  found  in  instruct- 
orships  and  administrative  positions  in  more  than  200  of 
the  State's  high  schools.  Since  the  establishment  of  the 
Graduate  Department  in  1911,  270  candidates  have  been 
awarded  the  degree  of  Master  of  Arts,  and  10  candidates 
the  degree  of  Master  of  Science.  The  total  number  of 
graduates  for  the  current  academic  year  in  all  depart- 
ments is  487. 

It  is  obvious  that  the  University  of  Southern  California 
is  rendering  an  educational  service  to  the  City  of  Los  An- 
geles and  the  State  of  California  of  no  mean  magnitude, 
without,  on  the  other  hand,  receiving  any  direct  appro- 
priation whatever  from  either  City  or  State.  The  indirect 
value  and  general  benefit  of  a  great  university  to  the  com- 
munity it  serves  are  of  course  quite  incalculable.     The 


66  DEDICATION  EXERCISES 

city  should  cherish  the  University  in  its  midst  as  the  ap- 
ple of  its  eye. 

As  a  direct  financial  asset,  likewise,  the  University  has 
attained  ver\^  substantial  proportions.  The  tuition  re- 
ceipts alone  for  the  current  year  approximate  $275,000. 
It  would  be  comparatively  easy  to  estimate  the  total  a- 
mount  of  money  brought  to  Los  Angeles  and  diffused 
throughout  the  community  by  the  great  body  of  students 
attending  the  University.  And  the  budget  grows  rapidly 
larger  from  year  to  year. 

The  University  of  Southern  California  was  founded  in 
1879  in  response  to  the  earnest  feeling  that  the  interests 
of  Christian  education  demanded  the  establishment  of  an 
institution  of  higher  learning  in  Southern  California.  In 
accordance  with  the  fundamental  aims  of  its  founders  the 
University,  while  requiring  no  particular  creed  or  faith 
on  the  part  of  its  instructors  or  its  students,  has  consist- 
ently stood,  and  stands  today,  for  the  effective  promotion 
of  Christian  culture.  It  recognizes  that  the  essential 
meaning  of  life  is  spiritual.  Because  the  object  of  life  is 
growth,  and  the  true  ground  of  culture  lies  in  his  own 
nature,  because  of  his  masterful  intellect  and  the  divine 
powers  of  his  soul.  Christian  scholar  is  a  nobler  title  than 
prince  or  potentate. 

The  scholar  is  a  god-imaging  man,  in  whose  intellect 
is  the  world  incarnate.  He  is  equipped  with  the  armor 
of  the  ages.  "The  universe  is  rifled  to  furnish  him."  If 
you  would  seek  admittance  into  the  temple  of  scholarship, 
you  must  enter  through  the  courts  of  an  unbiased  educa- 
tion, pass  through  the  portals  of  humility  and  reverence, 
cross  the  vestibule  paved  with  obstacles  overcome,  and 
rise  on  the  elevator  of  faith  to  the  serene  heights  where 
you  become  the  pupil  of  nature,  of  man,  of  God.  Without 
a  liberal  culture  one  may  never  hope  to  enter  into  the  in- 
heritance prepared  by  native  endowment  and  the  history 


SPECIAL  EVENTS  OF  THE  WEEK  67 

of  succeeding  ages.  The  scholar  is  the  heir  of  the  ages. 
Likewise  the  present  makes  large  demands  upon  him,  and 
upon  his  fidelity  rests  the  civilization  of  the  future. 

In  this  day  of  the  pre-eminence  of  the  college  man,  in 
the  midst  of  a  distraught  and  well-nigh  despairing  world, 
it  is  meet,  right,  and  the  bounden  duty  of  us  to  whom  is 
committed  the  task  of  the  higher  culture  of  men  to  re- 
examine the  foundations  of  modern  scholarship,  scrutiniz- 
ing the  pages  of  history  for  a  sign,  yet  not  worshiping  the 
past,  pointing  the  arduous  way  to  the  interior  life  in  the 
midst  of  outward  change,  yet  not  shrinking  from  rude  con- 
tact with  brother  men  in  the  mass.  Think  it  not  ungen- 
erous if  a  promising  youth  consumes  many  years  in  com- 
parative isolation  the  better  to  prepare  himself  to  meet 
the  rigorous  demands  of  modern  society.  He  may  be  in 
training,  as  was  Moses,  for  a  national  deliverance ;  he  may 
be  living  with  generations  yet  to  be.  "I  may  well  vv'aJt  a 
hundred  years,"  said  Kepler,  "for  a  reader,  since  God  Al- 
mighty has  waited  six  thousand  years  for  an  observer  like 
mvself." 

Nevertheless  the  scholar,  once  equipped,  has,  and  ought 
to  have,  positive  and  immediate  relationships  to  society. 

Education  will  always  fall  short  of  perfection  until  it 
achieves  the  universal  implantation  of  the  ideal  of  social 
service.  The  scholar  must  address  himself  to  the  great 
social  tasks  of  America  and  to  the  intricacies  of  inter- 
national problems :  state  and  church  are  exactly  right  in 
looking  to  the  colleges  and  universities  for  leaders  who 
can  bridge  the  chasm  between  ignorance  and  intelligence, 
lessen  the  distance  between  misery  and  opulence,  dethrone 
vice,  exalt  justice,  and  advance  the  general  welfare. 

The  object  of  all  true  education,  therefore,  is  the  more 
abundant  life  and  the  fine  art  of  social  living  together. 

The  scholar  cannot  do  all  things  well,  but  in  order  to 
do  one  thing  well  he  must  be  able  to  do  more  than  one. 


68  DEDICATION  EXERCISES 

We  admire  singleness  of  purpose  in  the  midst  of  versa- 
tility of  accomplishment.  The  scholar  who  is  a  statesman 
must  also  be  a  philanthropist;  a  politician,  also  a  social 
reformer;  a  preacher,  also  a  teacher.  Society  demands  not 
so  much  that  he  be  strongly  intrenched  behind  the  breast- 
works of  his  profession  as  that  in  his  chosen  profession  he 
be  unselfishly  and  nobly  himself. 

National  prosperity — civilization  itself — depends  upon 
a  widely-cultured,  broad-visioned  citizenship.  Martin 
Luther  is  thus  quoted:  "The  prosperity  of  a  country  de- 
pends not  on  the  abundance  of  its  revenues,  not  on  the 
strength  of  its  fortifications,  not  on  the  beauty  of  its  pub- 
lic buildings ;  but  it  consists  in  the  number  of  its  cultivat- 
ed citizens,  in  its  men  of  education,  enlightenment  and 
character;  here  are  to  be  found  its  true  interest,  its  chief 
strength,  its  real  power." 

On  the  occasion  of  the  formal  opening  of  the  American 
University  in  Washington,  D.C.,  in  1914,  President  Wood- 
row  Wilson  said:  "The  object  of  scholarship,  the  object 
of  all  mankind,  is  to  understand,  is  to  comprehend,  is  to 
know  what  the  need  of  mankind  is.  That  is  the  reason 
why  scholarship  has  usually  been  more  fruitful  when  as- 
sociated with  any  religion,  and  scholarship  has  never,  so 
far  as  I  can  at  this  moment  recollect,  been  associated  with 
any  religion  except  the  religion  of  Jesus  Christ.  The  re- 
ligion of  humanity,  and  the  comprehension  of  humanity 
are  of  the  same  breed  and  kind,  and  they  go  together.  It 
is  very  proper,  therefore,  that  under  Christian  auspices,  a 
great  adventure  of  the  mind,  a  great  enterprise  of  the 
spirit,  should  be  entered  upon." 

The  University  of  Southern  California  takes  this  aus- 
picious occasion  to  reaffirm  the  high  purposes  that  called 
it  into  being,  to  set  up  a  new  milestone  in  its  onward  way, 
and  to  pledge  its  faith  as  a  guardian  of  the  future. 

The  dedication  of  Bovard  Building  is  made  the  occasion 


SPECIAL  EVENTS  OF  THE  WEEK  69 

of  an  intellectual  feast,  and  to  this  feast  we  have  invited 
friends  of  education  from  far  and  near.  Congratulator}' 
replies  have  been  received  from  scores  of  institutions,  and 
a  goodly  number  are  personally  represented  by  delegates. 
For  this  generous  response  the  University  is  deeply 
grateful. 

Delegates,  friends,  representatives  of  America's  best  and 
civilization's  dearest,  the  University  of  Southern  Califor- 
nia welcomes  and  salutes  you  all !  And  we  now  propose 
that  you  permit  us  to  introduce  each  of  you  in  order  that 
this  audience  may  rejoice  with  us  at  your  presence  in  our 
midst. 


RESPONSE  OF  THE  HONORABLE  E.  P.  CLARKE 

PRESIDENT  OF  THE  STATE  BOARD  OF 

EDUCATION  OF  CALIFORNIA 


There  were  enrolled  In  the  high  schools  of  California 
last  year  over  160,000  students — the  largest  high  school 
enrollment  of  any  state  in  the  Union.  The  enrollment 
for  the  year  just  closing  has  probably  been  greater  than 
this  and  California  without  much  question  has  maintained 
her  lead  in  high  school  attendance.  There  were  over  25,- 
000  young  people  in  the  fourth  year  class  of  the  high 
schools  last  year  and  the  time  is  near  at  hand  when  there 
will  go  out  from  the  high  schools  of  the  state  every  year 
some  15,000  young  people  who  are  ready  and  eager  to 
enter  college.  That  fact  is  tremendously  significant,  and 
it  is  certainly  an  inspiring  thought  that  an  army  like  this, 
of  choice  young  men  and  women,  is  started  on  the  way 
every  year  for  the  portals  of  our  colleges  and  universities. 
It  would  be  a  tragedy,  moreover,  if  provision  were  not 
made,  by  the  state  or  by  private  institutions,  for  the  higher 
education  of  these  youths  who  are  so  earnest  in  their  desire 
for  it.  All  of  us,  therefore,  who  are  interested  in  education 
ought  to  rejoice,  and  we  do  rejoice,  in  every  notable  in- 
crease in  buildings,  equipment,  and  faculty  on  the  part 
of  institutions  of  higher  education  anywhere  in  the  state. 
That  is  why  this  occasion  is  such  a  happy  one,  not  merely 
for  the  University  of  Southern  California  but  for  all 
friends  of  education. 

It  is  not  enough,  however,  that  we  point  with  pride  to 
the  mere  numbers  who  are  graduating  from  our  high 
schools  and  enrolling  in  our  colleges  and  universities.  We 
ought  to  go  a  step  farther  and  ask  ourselves,  Why  are  they 


SPECIAL  EVENTS  OF  THE  WEEK  71 

doing  this?       \\^hat  is  their  purpose  in  seeking  a  college 
training,  and  what  does  the  college  course  oflFer  them? 

We  must  agree  that  a  college  training  does  not  neces- 
sarily mean  greatly  increased  power  to  earn  money.  When 
the  bricklayer  can  earn  more  than  the  college  professor 
and  the  ditch  digger  may  receive  a  larger  wage  than  the 
high  school  teacher  or  the  minister,  this  can  hardly  be 
true.  The  college  does  not  offer  the  pecuniar}'  reward 
as  an  inducement  and,  in  general,  our  young  people  have 
a  more  serious  and  a  more  unselfish  purpose  in  going  to 
college. 

I  quote  the  words  of  a  distinguished  American,  Vice- 
President  Coolidge,  as  to  the  purpose  of  a  college  educa- 
tion.   In  a  recent  address  at  Wesleyan  University  he  said: 

"There  is  an  inherent  nobility  in  man  that  responds  to 
leadership,  responds  to  a  presentation  of  the  truth,  and 
responds  to  a  sense  of  duty,  for  man  is  more  than  selfish- 
ness. He  has  a  desire  in  him  for  attainment,  and  he  finds 
his  ultimate  satisfaction  in  the  ser\dce  of  his  fellow  men. 
Hence,  while  we  may  not  look  ultimately  to  an  increase  in 
compensation,  we  can  look  now  and  forever  to  the  sense  of 
duty  that  is  in  our  fellow  men  to  preserve  and  safeguard 
the  foundations  of  our  republic.  This  end  will  be  attained 
through  the  teachings  of  our  schools,  our  colleges  and  our 
universities.  Those  spiritual  foundations  that  came  to 
us  in  the  teachings  of  Wesley  and  Edwards,  those  we  can 
recreate  from  day  to  day.  With  ever)'  commencement 
season,  let  us  renew  our  allegiance  to  those  principles  and 
reaffirm  our  conviction  that  on  them  depend  the  true  sal- 
vation of  our  countr}'  and  the  presenilation  of  our  liber- 
ties sound  and  secure  for  even*'  man." 

I  desire  to  add  the  testimony  of  a  British  authority — 
a  man  who  is  an  educator  as  well  as  a  statesman  Not 
long  ago  I  heard  Sir  Auckland  Geddes,  British 
ambassador,  say  that  the  diadems  in  the  crown  of  popular 


72  DEDICATION  EXERCISES 

education  in  England  are  these:  courage,  humor,  cheerful- 
ness, sympathy,  loyalty,  humility.  Those  are  diadems 
that  may  well  be  made  the  aim  of  education  in  America 
as  well  as  England;  and  in  general  I  believe  the  purpose 
of  our  college  faculties  is  to  inspire  in  their  students  those 
noble  qualities,  and  I  am  inclined  to  think  the  noblest  of 
them  all  is  humility. 

"The   tumult   and   the   shouting  dies; 

The  Captains  and  the  Kings  depart: 
Still  stands  Thine  ancient  sacrifice, 

An  humble  and  a  contrite  heart." 

One  of  the  world's  wisest  of  men  long  ago  said,  "Where 
there  is  no  vision  the  people  perish."  The  most  urgent 
need  of  America  today  in  this  after-war  crisis  is  vision — 
the  power  to  see  clearly  the  sophistries  of  the  cruel  creed 
of  Bolshevism  and  the  selfish  principles  of  the  ruthless 
power  of  autocracy  as  represented  by  some  of  the  organ- 
ized forces  of  "big  business."  For  the  mass  of  the  people 
that  gift  of  vision,  the  just  sense  of  proportion,  the  ability 
to  see  what  is  the  "good,  the  beautiful  and  the  true"  can 
only  come  from  trained,  sane,  unselfish,  inspired  leader- 
ship. That  training  for  leadership  it  is  the  highest  mis- 
sion and  the  greatest  opportunity  of  our  universities  to 
give.  With  all  the  fickleness  and  perversity  of  human 
nature,  the  underlying  instinct  of  people  is  to  do  right  and 
follow  wise  leadership.  Give  the  people  of  America  true 
leaders,  and  they  will  keep  step  to  the  drum-beat  of  prog- 
ress. 

Sad  indeed  it  would  be  if  the  wonderful  impetus  that 
the  war  gave  to  the  spirit  of  altruism  should  now  be  lost. 
"Peace  hath  her  victories  no  less  renown'd  than  war,"  and 
her  obligations,  too.  The  red  menace  of  anarchy  is  today 
as  real  as  was  the  gray  menace  of  the  Huns.  As  a  nation 
we  are  bowing  down  to  the  god  Mammon  and  yielding  to 


SPECIAL  EVENTS  OF  THE  WEEK  73 

the  spirit  of  indifference  to  the  obUgations  of  good  citizen- 
ship and  religion.  There  never  was  a  time  in  our  history 
as  a  people  when  we  had  more  need  of  the  righteousness 
that  exalteth  a  nation.  Our  universities  ought  to  help  lead 
the  people  up  to  higher  levels ;  they  ought  to  send  forth 
their  graduates  as  evangels,  bearing  the  lighted  torch  that 
shall  kindle  anew  the  fires  of  education,  patriotism,  and 
righteousness. 

o 

The  true  test  of  success  for  the  university  is  the  test  of 
service — the  test  that  shall  iind  its  product  not  mere  filing 
cases  packed  with  assorted  facts,  as  Edison  would  have 
us  believe,  or  machines  equipped  to  make  money ;  but  men 
and  women  touched  with  the  prophet's  power  of  vision  and 
the  Nazarene's  love  for  service. 

Edwin  Markham  has  well  said, 

"We  are  blind  until  we  see 

That  in  the  human  plan, 
Nothing  is  worth  the  making, 

If  it  does  not  make  the  man. 

"Why  build  these  cities  glorious 

If  man  unbuilded  goes.'' 
In  vain  we  build  the  world  unless 

The  builder  also  grows." 

It  is  because  I  believe  the  University  of  Southern  Cal- 
ifornia is  making  men,  because  this  new  building  is  to  be 
dedicated  to  that  high  purpose,  that  I  bring  you  greetings 
and  congratulations  today  from  the  state  department  of 
education. 


RESPONSE  BY  MRS.  SUSAN  M.  DORSEY 

SUPERINTENDENT  OF  LOS  ANGELES 

CITY  SCHOOLS 


Public  education  in  Los  Angeles  owes  something  to 
the  University  of  Southern  CaUfornia  and  takes  pleasure 
in  acknowledging  the  debt.  In  this  institution  many  of 
our  teachers  have  gained  a  new  insight  into  the  problems 
of  education,  and  their  satisfactory  solutions  have  broad- 
ened their  vision  of  the  social  service  involved  in  public 
education  and  have  added  to  their  professional  training. 

I  well  remember  this  University  in  the  days  of  its  be- 
ginnings. As  I  compare  its  extensive  campus  and  fine 
buildings  with  the  one  small  structure  and  the  limited 
grounds  of  not  so  many  years  ago,  I  am  forced  to  believe 
that  into  the  upbuilding  of  this  great  school  has  been  put 
much  of  intensive  and  concentrated  human  energy. 

It  must  have  taken  patience  on  the  part  of  those  who 
have  presided  over  the  destinies  of  the  University  of  South- 
ern California  to  meet  the  difficulties  of  the  years  of  pio- 
neering, to  persist  in  improving  standards  when  economies 
counseled  compromise.  It  must  have  taken  faith  to  vision 
the  institution  of  today  and  to  believe  all  through  the  years 
that  accomplishment  and  yet  more  accomplishment  was 
the  destined  portion  of  this  University.  It  must  have 
taken  courage  to  persevere  through  the  lean  years, — there 
have  been  many  such,  for  even  in  California  not  all  years 
are  golden.  It  must  have  taken  much  of  sweetness  of 
spirit  to  prevail  so  happily,  for  there  have  doubtless  been 
periods  when  jangling  councils  needed  the  gentle  word 
and  the  spirit  of  self-restraint. 

Methodism  commands  the  respect  of  the  world  for  two 


SPECIAL  EVENTS  OF  THE  WEEK  75 

reasons :  because  it  believes  in  God  and  because  it  believes 
in  itself. 

The  Superintendent  of  the  public  schools  of  Los  AjI- 
geles  brings  to  the  delegates  here  assembled  the  heartiest 
congratulations  for  the  achievements  and  the  bright  pros- 
pects of  the  University  of  Southern  California. 


RESPONSE  OF  PRESIDENT  BLAISDELL 

OF  POMONA  COLLEGE  IN  BEHALF  OF 

COLLEGES  AND  UNIVERSITIES 


It  is  a  very  pleasant  charge  that  is  laid  upon  me  to 
express  on  this  happy  occasion  the  felicitations  of  the  col- 
leges of  Southern  California,  for  in  a  peculiar  sense  there 
has  been  a  mutual  interest  among  us  all.  The  colleges 
have  sprung  out  of  the  religious  impulse  and  purpose. 
Kindred,  thus,  in  birth,  they  have  shared  a  common  strug- 
gle, ought  to  serve  a  common  mission,  and  are  growing 
up  into  efficiency  for  a  common  cause. 

This  day  marks,  as  it  seems  to  me,  an  epoch  in  the 
educational  life  of  Southern  California.  Adequate  invest- 
ment for  education  is  not  characteristic  of  the  initial  days 
of  a  pioneering  community.  There  are  physical  problems 
which  must  first  be  faced.  There  are  roads  to  be  built, 
railroads  to  be  laid,  harbors  to  be  built.  After  rhis  comes 
the  period  of  commercial  expansion,  with  all  that  is  in- 
volved in  the  creation  of  trade  and  the  organization  of 
finance.  Only  after  these  are  well  on  their  way  does  there 
come  that  large  consciousness  of  the  intellectual  needs  of 
the  community  which  prompts  those  ample  gifts  which  re- 
source great  educational  institutions.  This  building  stand- 
ing in  its  glory  is  a  testimony  to  the  fact  that  we  are  com- 
pleting these  earlier  periods  and  that  the  citizenship  of 
the  Southland  is  entering  into  some  conception  of  those 
munificent  bestowments  which  can  alone  make  education 
efficient.  We  look  backward  therefore  across  the  path 
we  have  come  and  we  honor  the  struggles  and  the  self- 
sacrifice  of  those  who  have  made  this  day  possible. 

The  day  is  epoch-making  also  because  we  look  not  only 


SPECIAL  EVENTS  OF  THE  WEEK  11 

backward  but  forward.  Here  is  one  adequate  building 
for  a  great  university.  It  is  the  prophecy  of  other  build- 
ings which  are  to  come,  so  that  the  homes  of  learning  in 
the  West  shall  be  sufficient  for  the  high  work  which  should 
be  done  for  a  noble  and  worthy  civilization.  In  all  this, 
past  and  present,  the  sister  colleges  of  Southern  California 
and  the  countr}'  unite.  We  rejoice  in  the  fortune  that 
has  befallen  this  institution  in  this  day,  and  we  wish  it 
God-speed  in  even  better  days  that  are  to  come. 


ANNUAL  ALUMNI  ADDRESS 


THE  NEW  INDIVIDUALISM 

THE    REVEREND    WILLIAM    S.    BOVARD,    D.D,    LL.D. 

Corresponding   Secretary,   Board   of   Sunday   Schools   of   the 
Methodist  Episcopal  Church. 


Mr.  Chairman,  Members  of  the 

Alumni  Association  and  Friends  : — 

It  seems  almost  incredible  to  me  that  all  we  mean  of 
equipment,  resources  and  achievement  when  we  say  "Uni- 
versity of  Southern  California"  should  have  been  brought 
to  pass  within  the  past  four  decades.  There  are  some  of 
us  here  tonight  who  would  not  confess  to  have  passed  the 
period  of  seasoned  youth  who  remember  distinctly  the 
modest  beginnings  of  this  institution. 

The  young  man  who  has  presided  over  the  growth  of 
the  University  for  more  than  half  its  life  was  a  member 
of  the  first  graduating  class,  the  class  which  founded  the 
Alumni  Association.  The  class  of  1888  to  which  I  have 
the  honor  to  belong  was  inducted  into  the  Association 
when  the  entire  membership  was  less  than  twenty.  To- 
day nearly  15,000  sons  and  daughters  of  the  University 
scattered  throughout  the  world  are  giving  a  good  account 
of  themselves  in  worthy  service.  Mr.  President,  on  behalf 
of  each  of  these  I  wish  to  assure  you  that  the  alumni  of  the 
University  of  Southern  California  appreciate  their  Alma 
Mater  and  pledge  loyal  and  substantial  support. 

I  now  wish  to  consider  with  you  a  theme  vibrant  with 
present  day  interest.  I  choose  to  phrase  it  as  The  New- 
Individualism.    Any  unbiased  student  of  the  movements. 


80  DEDICATION  EXERCISES 

in  the  human  world  will  agree  that  we  are  making  notable 
progress  toward  the  goal  of  world  brotherhood.  The  so- 
cializing movement  is  not  optional  but  inevitable.  We  are 
under  the  inexorable  law  of  the  solidarity  of  humanity.  We 
belong  together  whether  we  like  it  or  not.  "We  are  mem- 
bers one  of  another."  The  barriers  which  once  separated 
nations  are  now  become  the  boundaries  binding  them  in 
one  great  neighborhood.  The  perils  of  this  enforced  con- 
tiguity can  only  be  overcome  by  learning  how  to  live  to- 
gether in  the  spirit  and  practice  of  brotherhood.  The 
frontiers  have  vanished,  there  is  no  longer  a  geographical 
provincialism,  and  that  fact  greatly  hastens  the  passing 
of  the  provincial  type  of  mind.  This  is  the  day  of  world 
citizens.  Without  discussing  further  the  quite  obvious 
fact  that  the  social  conception  of  life  is  bound  to  prevail 
throughout  the  world,  I  raise  the  question  as  to  what  effect 
this  must  have  upon  the  individual.?  There  are  those  who 
are  very  jealous  of  the  integrity,  freedom  and  initiative  of 
the  individual.  They  look  with  alarm  upon  the  entang- 
ling alliances  in  which  individuals  are  involved  in  an  ever 
enlarging  social  group.  As  individuals  they  know  they  are 
free,  and  they  are  conscious  of  an  urge  toward  large  self- 
realization  ;  social  restraints  are  oppressive  and  they  shrink 
from  being  lost  in  the  mass. 

On  the  other  hand  there  not  a  few  individuals  who  have 
been  fighting  a  losing  battle  in  the  competitive  struggles 
of  an  individualistic  order,  and  are  exceedingly  weary. 
They  hail  with  enthusiasm  a  co-operative  order  of  burden 
sharers.  It  appears  perhaps  to  some  of  them  as  a  kind  of 
Nirvana  where  defeated  individuals  may  lose  themselves 
in  the  group.  They  point  out  with  force  the  folly  of  the 
man  who  thinks  it  heroic  to  attempt  an  ocean  voyage  in 
his  own  row  boat.  It  may  be  exhilarating  for  a  while  in 
the  harbor;  but  once  out  on  the  turbulent  sea,  he  finds 
that  his  activities  are  hopelessly  limited.     He  must  bend 


jik  m 


SPECIAL  EVENTS  OF  THE  WEEK  81 

constantly  to  his  oars,  he  cannot  eat,  nor  sleep  nor  read. 
How  long  should  it  take  him  to  appreciate  the  great  ocean 
liner,  the  symbol  of  co-operation?  By  such  a  system  of 
navigation  the  mere  matter  of  existence  is  made  relatively 
secure,  and  the  larger  interests  of  life  may  have  attention. 

My  main  contention  is  that  the  more  thoroughly  the 
human  world  is  socialized  the  greater  are  the  demands 
made  upon  the  individual,  the  challenge  to  the  individual 
for  self-realization  and  growth  being  commensurate  with 
the  demands.  In  a  co-operative  order  service  becomes  the 
determining  principle  and  not  self-interest.  The  friendly 
competition  as  to  who  shall  be  the  most  effective  servant 
promotes  brotherhood.  We  must  not  fall  into  the  fallacy 
of  thinking  that  individuals  coalesce  in  the  social  group 
as  drops  of  water  appear  to  be  lost  in  the  sea.  The  in- 
vincible integrity  of  the  individual  is  as  much  a  funda- 
mental law  of  God  as  is  the  solidarity  of  the  race.  The 
socializing  of  individuals  is  not  a  process  of  amalgamation, 
but  of  co-ordination.  The  multiplied  contacts  of  a  social 
organization  require  unusual  strength  in  the  individual 
units  comprising  that  organization.  A  building  unit,  a 
brick  for  example,  may  serve  a  useful  purpose  in  a  small, 
cheap  structure  even  though  it  is  poorly  pressed  or  burn- 
ed, but  if  it  is  to  have  a  place  in  a  great  expensive  and  use- 
ful structure  such  as  this  college  building,  it  must  pass  the 
tests  of  strength  and  endurance.  Let  no  individualist 
think  for  a  moment  that  the  intimate  alliances  of  a  social 
order  relieve  the  individual  of  initiative  or  circumscribe 
his  legitimate  aspirations.  On  the  contrar}-  he  identifies 
himself  with  the  group,  and  seeks  to  grow  to  such  pro- 
portions as  shall  enable  him  really  to  help  the  group  to 
attain  its  loftiest  purposes. 

One  of  the  most  picturesque  characters  in  the  union 
army  during  the  Civil  War  was  General  Wilder.  He  left 
a  lucrative  manufacturing  business  near  Richmond,  In- 


82  DEDICATION  EXERCISES 

diana,  volunteered  as  a  private  soldier,  and  in  a  remark- 
ably short  time  became  a  Brigadier-General.  He  conceiv- 
ed the  idea  that  he  could  greatly  increase  the  effectiveness 
of  his  brigade  if  he  could  only  mount  his  soldiers.  The 
government  could  not  for  some  reason  accede  to  his  re- 
quest for  horses.  He  took  the  matter  in  hand  and  gave 
his  personal  receipt  to  the  farmers  of  Tennessee  for  horses 
enough  to  mount  his  brigade.  The  government  of  course 
later  remunerated  the  farmers  on  the  strength  of  the  gen- 
eral's receipt.  When  the  first  repeating  rifle  had  been 
tried  out  and  found  practical,  General  Wilder  wanted  to 
multiply  his  force  by  arming  his  soldiers  with  guns  that 
would  shoot  seven  times.  Again  his  request  was  denied 
by  the  government,  but  he  appealed  to  the  bankers  of  his 
home  town  to  loan  him  the  necessary  funds  and  take  a 
mortgage  on  his  business.  The  Quaker  bankers  loaned 
the  money  but  refused  to  mortgage  the  property  of  their 
patriotic  neighbor,  and  Wilder's  brigade  mounted  and 
armed  with  repeating  rifles  became  a  fighting  unit  which 
won  great  renown.  One  day  I  asked  the  fine  old  general, 
who  lived  to  a  ripe  old  age  loved  by  thousands,  to  tell  me 
in  a  word  the  secret  of -his  unique  success  as  a  soldier  and 
he  gave  this  significant  answer — "/  made  the  war  my  own!' 
It  is  the  challenge  of  the  group  life  and  the  struggle  to 
every  individual  who  is  a  part  of  it  to  make  the  problems 
and  purposes  of  the  whole  group  his  own,  and  so  to  live 
and  grow  and  serve  as  to  help  the  whole  group  to  trium- 
phant success. 

May  I  be  permitted  to  indicate  brieflv  a  few  of  the 
characteristics  which  should  mark  the  individual  who  is 
to  be  strong  enough  to  be  a  useful  unit  in  the  social  order  .f" 

1.  He  must  have  the  inner  or  soul  resources  greatly  en- 
riched and  strengthened,  so  that  he  shall  always  be  master 
of  that  without,  and  never  merely  a  victim.  How  much 
of  the  complex  of  the  social  world  can  one  make  his  own  1 


SPECIAL  EVENTS  OF  THE  WEEK  83 

It  takes  more  than  deeds  recorded,  more  than  money  paid 
and  receipts  in  hand,  to  give  possession,  more  than  official 
title  to  guarantee  administration.  The  soul  must  have 
great  appropriating  and  assimilating  power.  The  psycho- 
logists tell  us  that  man  is  two-thirds  will.  There  are 
times  when  the  man  might  well  be  ninety-nine  one-hun- 
dreths  will,  when  he  must  extend  his  control  over  areas 
of  external  resources  and  forbidding  circumstances. 

I  have  always  been  fascinated  by  the  vivid  picture  given 
by  the  psalmist  when  he  referred  to  the  "man  who  was 
enclosed  in  his  own  fat."  Thinking  of  a  small,  weak  soul 
entombed  in  the  bodv  which  should  be  directed  as  an  in- 
strument !  Todav  Charles  Paddock,  one  of  vour  own  stud- 
ents,  broke  five  world  records  on  the  running  track.  Much 
might  be  said  in  praise  of  his  physical  training,  the  splen- 
did co-ordination  of  all  his  muscular  powers,  but  I  am 
sure  that  the  explanation  of  his  notable  achievement  is  to 
be  found  mainly  in  the  strong  will  to  win.  The  spiritual 
tenant  of  that  fine  athletic  body  is  master  and  compels 
victor}^ 

In  society  of  human  interdependence,  where  ser\'ice  is 
the  governing  principle,  the  individuals  have  it  within 
their  power  to  enlarge  their  personalities  by  investing  ma- 
terial resources,  organizations,  and  institutions  with  their 
own  directing  spirit  and  controlling  purpose. 

2.  The  new  individual  who  may  be  expected  to  measure 
up  to  the  demands  of  a  social  order,  must  have  a  dominant 
passion  for  the  immortal  values  in  human  life.  His  motive 
must  be  rooted  and  grounded  in  human  worth.  Such 
a  primacy  of  character  classifies  all  else  in  the  realm  of 
means.  Materials  institutions  and  activities  find  their 
right  to  be,  and  their  right  to  abide  in  their  service,  to  so- 
cialized character.  Thev  must  be  tested  bv  this  demand 
for  spiritual  production  or  we  will  find  ourselves  mak- 
ing the  too  frequent  mistake  of  regarding  means  as  ends. 


84  DEDICATION  EXERCISES 

Some  of  the  most  ancient  and  sacred  institutions  must  rest 
their  claim  for  perpetuation  upon  their  contribution  to 
the  deepest  needs  of  Ufe.  The  Scriptures  hold  a  place  of 
power  in  the  world  to-day  not  because  certain  defenders  of 
the  faith  stand  guard,  but  because  the  Scriptures  find  us 
at  our  deepest  depth  with  inspiration  and  wisdom. 

No  ecclesiastical  institution,  no  ancient  definitions  of 
Christian  doctrine,  are  to  be  preserved  for  their  own  sake, 
but  wholly  because  of  their  service  to  life  and  character. 
When  the  master  said,  "The  Sabbath  was  made  for  man," 
he  expressed  the  final  cause  of  all  organized  religion. 

The  same  discriminating  insight  is  needed  to-day  in 
the  industrial  world.  Capital  must  not  be  exalted  as  an 
end  in  itself;  it  belongs  in  the  realm  of  means;  it  must 
be  valued  in  terms  of  human  need  and  character  enrich- 
ment. People  who  seek  to  possess  wealth  must  understand 
that  they  are  after  instrumentality  with  which  to  serve  the 
socialized  human  world.  Labor  organizations  are  thought 
of  by  many  of  their  promoters  as  something  to  be  kept  up 
with  unmodified  integrity.  Such  is  not  the  case.  They 
have  only  to  show  their  productiveness  in  increased  in- 
telligence, high  honor,  fair  play  and  social  improvement 
to  maintain  their  place  among  the  agencies  serving  the 
recognized  needs  of  man.  The  church  as  a  servant  of  hu- 
man life  on  behalf  of  the  virtues  of  character  has  not  al- 
ways been  administered  as  a  means,  but  it  has  been 
thought  of  as  an  end  to  be  served.  There  is  a  vast  differ- 
ence between  "church  work"  and  the  "work  of  the  church." 
Church  work  is  concerned  with  the  outfit,  and  the  work 
of  the  church  is  to  furnish  output.  The  justification  of 
church  work  is  to  be  found  in  the  better  doing  of  the  work 
of  the  church.  The  workman  must  give  some  time  and 
careful  effort  to  the  improvement  of  his  machiner}%  but 
it  is  in  order  that  the  material  commodities  may  be  pro- 
duced.    This  distinction  runs  all  the  way  through  the 


SPECIAL  EVENTS  OF  THE  WEEK  85 

world  of  human  activity  as  the  proper  organizing  principle. 
If  we  seek  first  the  goal  of  genuine  brotherhood,  all  things 
and  all  organizations  which  can  justify  themselves  in 
terms  of  this  supreme  goal  shall  abide,  and  all  destructive, 
delaying  factors  must  pass  away.  One  of  the  most  hope- 
ful signs  of  the  advance  of  brotherhood  is  the  increasing 
exaltation  of  human  values  high  over  all. 

3.  One  more  insight  should  mark  the  new  individual  in 
the  socialized  world.  It  is  that  the  expansion  of  the  spirit 
of  brotherhood  is  by  small  essential  groups  being  mul- 
tiplied and  their  integrity  preserved  as  they  are  co-or- 
dinated into  larger  groups.  God  "hath  made  of  one  every 
nation  of  men  to  dwell  on  the  face  of  the  earth."  He  has 
also  "set  the  solitary  in  families." 

It  is  the  utmost  folly  from  the  standpoint  of  inevitable 
interdependence  to  ignore,  much  more  deliberately  to  as- 
sail the  integrity  of  such  a  social  institution  as  the  family. 
The  family  is  the  abiding  unit  of  society.  One  might  as 
well  hope  to  preserve  this  great  college  building  after  dis- 
integrating the  individual  bricks  and  stones  as  to  maintain 
a  social  order  after  the  destruction  of  the  family  unit. 

The  unpractical  and  impatient  victims  of  the  fallacy  of 
the  universal  want  to  see  a  unified  humanity.  They  want 
a  short  quick  realization  of  a  world  unity.  They  over- 
look the  fact  that  "humanity"  has  never  had  its  picture 
taken,  for  the  good  and  sufficient  reason  that  it  is  nothing 
apart  from  the  co-ordinated  individuals,  and  small  groups 
making  it  up. 

The  achievement  of  world  unity  must  make  room  for 
well-nigh  infinite  diversity.  Unity  must  not  be  identified 
with  uniformity.  "We  do  not  have  to  be  twins  in  order  to 
be  brothers."  With  a  clear  recognition  of  ample  room  for 
the  free  play  of  diverse  individuals  and  small  groups  in 
the  only  Kind  of  unity  that  is  practical  in  a  human  world, 
we  may  well  rejoice  that  the  Master's  prayer  of  long  ago 


86  DEDICATION  EXERCISES 

is  being  answered,     "That  they  all  may  be  one." 

"The  crest  and  crowning  of  all  good, 

Life's  final  star,  is  Brotherhood; 

For  it  will  bring  again  to  earth 

Her  long-lost  Poesy  and  Mirth; 

Will   send   new   light  on   every   face, 

A  kingly  power  upon  the  race. 

And  till  it  comes,  we  men  are  slaves, 

And  travel  downward  to  the  dust  of  graves. 

Come,  clear  the  way,  then,  clear  the  way: 

Blind  creeds  and  kings  have  had  their  day. 

Break  the  dead  branches  from  the  path: 

Our  hope  is  in  the  aftermath — 

Our  hope  is  in  heroic  men. 

Star-led  to  build  the  world  again. 

To  this  Event  the  ages  ran; 

Make  way  for  Brotherhood — make  way  for  man." 

Markham 


COMMENCEMENT  ADDRESS 

THE  UNIVERSITY:     ITALY  TO  CALIFORNIA 

PROFESSOR  ROBERT  VV.  ROGERS 
Drew   Theological  Seminary 

Bidden  hither  by  your  high  and  gracious  courtesy,  I 
have  left  mine  own  Atlantic,  to  me  most  dear  from  my 
earliest  youth,  and  am  come  to  speak  to  you,  in  whose 
ears  is  the  heavy  and  solemn  roar  of  the  Pacific.  The 
past,  irreparable,  safe  beyond  cavil  and  impervious  to 
fate,  lies  in  Eastern  climes;  the  future,  as  I  am  glad  to 
admit,  seems  to  lie  not  in  the  East,  but  in  your  great, 
brave,  uplooking,  ever-expanding  and  expansive  West. 
The  occasion  bids  me  speak  modestly,  and  impulse  within, 
as  strong  as  any  impact  without,  is  of  the  same  color. 
I  have  no  mood  of  dogmatism,  nor  patience  with  its  ex- 
ercise, and  venture  to  speak  at  all  only  because  I  have 
spent  my  life  teaching,  and  love  it  more  than  ever;  and 
having  wandered  far,  seeing  many  universities,  and,  better 
still,  hearing  many  men  of  distinction  or  of  commanding 
authority,  might  at  long  last  cease  to  hold  my  peace  and 
the  rather  speak  out  the  faith  that  is  in  me,  and  let  en- 
thusiasm for  learning,  admiration  for  scholarship,  and 
glowing  hope  for  yet  better  days  find  eager  and  passion- 
ate utterance. 

Let  us  find  places  on  the  magic  carpet  and  be  wafted 
far  from  the  Pacific,  aye  and  from  the  Atlantic's  western 
shores,  until  we  make  footfall  by  the  shores  of  the  Medi- 
terranean, most  interesting  by  far  of  all  the  seas  of  earth ; 
and  when  we  have  beheld  just  one  fair  spot  upon  its 
borders,  make  thence  to  the  northern  Adriatic  that  in 
swift  glances  we  may  discern  the  very  beginnings  of  that 
great  system  of  instruction,  inspiration  and  research,  one 


88  DEDICATION  EXERCISES 

of  whose  later  manifestations  is  before  us  to-day  in  this 
goodly  place. 

Our  first  landfall  is  at  Salerno,  at  the  head  of  its  beauti- 
ful bay,  the  Gulf  of  Salerno.  The  town  rises  on  its  fair 
hillside,  shimmering  white  in  the  morning  sunlight,  and 
the  most  conspicuous  of  its  buildings  is  the  Cathedral  of 
St.  Matthew,  dedicated  in  honor  of  the  Evangelist  St. 
Matthew,  whose  bones  are  supposed  to  rest  in  its  cr)'pt. 
The  sacred  edifice  was  erected  in  1070  by  Robert  Guis- 
card,  and  many  a  stirring  historic  event  has  its  solemn 
bulk  witnessed.  In  the  south  aisle  is  the  tomb  of  Hilde- 
brand,  afterward  Pope  Gregory  VII,  who  died  in  the 
little  city  on  the  25th  of  May,  1085,  after  his  banishment 
from  Rome  by  Henry  IV.  His  dust  would  make  renown 
for  any  place,  but  Salerno  has  greater  fame  than  he  could 
give,  and  to  that  our  thoughts  may  justly  turn  to-day. 
Behind  the  city  of  Salerno  there  is  a  medicinal  spring  of 
kindly  healing  waters  known,  as  were  so  many  other 
springs  about  the  Mediterranean  basin,  to  the  Romans. 
Perhaps  because  of  its  virtues,  real  or  supposed,  the  art 
of  healing  comes  very  early  to  note  in  Salerno.  We  know 
the  name  of  a  physician  there  in  the  year  848,  and  before 
946  a  French  bishop  in  arte  medicinae  pertissimus,  met 
at  the  court  of  Louis  IV  a  practitioner  from  Salerno  less 
learned  than  he,  but  possessed  of  such  skill  as  great  ex- 
perience could  give.  Was  this  unnamed  man  represent- 
ative of  a  school.?  We  do  not  know,  but  soon  after  his 
day  we  learn  that  Adalbert,  bishop  of  Verdun,  came  to 
be  cured  by  its  doctors,  and  thenceforward  allusions  be- 
come so  frequent  that  we  come  naturally  to  the  conclu- 
sion that  a  school  to  train  men  for  that  noble  profession 
whose  praise  is  world-wide  was  already  in  existence,  and 
its  European  celebrity  certainly  goes  back  to  the  middle 
of  the  eleventh  centurv\  The  city  was  then  called  upon 
its  coins  Civitas  Hippocratica,  and  that  gives  us  an  inter- 


SPECIAL  EVENTS  OF  THE  WEEK  89 

esting  clue  to  the  basis  of  its  teaching.  Its  students  were 
learning  the  rudiments  of  their  art  of  medicine  and  sur- 
gers'  from  Hippocrates,  the  famous  Greek  physician,  whose 
Aphorisms  and  Prognostics  and  other  works  were  turned 
into  Latin.  He  was  born  on  the  island  of  Cos  about  460 
B.  C,  and  here  we  find  him  the  chief  teacher  in  Salerno 
sixteen  centuries  later. 

From  humble  beginnings  there  gradually  arose  an  or- 
ganized school  or  college  of  doctors  in  Salerno,  and  thither 
resorted  in  1099  Robert,  Duke  of  Normandy,  to  be  cured 
of  his  wound  received  in  the  Crusades,  and  to  him  was 
later  dedicated  Salerno's  chief  medical  book,  written  in 
metre  and  containing  medical  aphorisms,  some  of  which 
still  live  as  proverbs  of  more  or  less  wisdom.  Here  then 
in  Salerno,  in  the  teaching  and  practice  of  medicine,  are 
the  beginnings  of  university  life  and  thought.  In  some 
sense  ever>^  medical  school  that  now  adorns  the  globe  may 
hark  back  to  call  Salerno  mater  gloriosa,  and  to  take 
pride  in  her  fame.  Much  has  been  learned  of  the  human 
body  and  the  healing  of  its  ills  since  that  remote  day,  and 
not  seldom  have  men  gone  backward  and  were  then  com- 
pelled to  turn  and  take  place  once  more  in  the  ranks 
which  Salerno  first  formed.  No  greater  illustration  of 
this  truth  is  needed  than  that  Salerno  had  among  its 
medical  practitioners,  teachers,  and  writers,  several 
women,  and  it  is  not  so  long  ago  that  women  were  newly 
admitted  to  that  profession  after  a  long  exclusion  in 
Europe  and  America.  But  let  us  away  upon  our  magic 
carpet  from  Southern  Italy  and  its  fair  Mediterranean 
shores,  and  having  passed  above  the  waters  of  its  sister 
sea,  the  deep  blue  Adriatic,  make  landing  fifty  miles  inland 
at  the  big  city  of  Bologna,  more  than  four  times  the  size 
of  Salerno.  The  city  has  for  its  motto  only  one  word,  but 
that  a  word  of  glor}^  and  of  hope,  Libertas,  and  on  its  old 
coins  were  the  words  of  a  splendid  boast,  Bononia  docet. 


90  DEDICATION  EXERCISES 

Few  cities  in  the  world  might  boast  more  nobly,  for  to 
practice  liberty  and  teach  mankind  these  were  noble  func- 
tions indeed;  and  Bologna  has  much  cause  to  feel  a  not 
ignoble  pride. 

The  range  of  teaching  at  Salerno  was  disposed  on  the 
whole  to  be  what  we  should  now  call  professional,  though 
there  is  no  good  reason  to  doubt  that  the  Liberal  Arts  had 
masters  and  learners.  In  Bologna,  on  the  other  hand,  at 
least  as  early  as  1000  A.  D.,  there  was  a  fully  recognized 
School  of  the  Liberal  Arts  which  attracted  students  from 
the  far  away  city  of  Genoa,  and  more  wonderful  still  we 
even  hear  that  a  famous  teacher  travelled  all  the  way  from 
Paris  to  study  dialectic,  and  another  perhaps  scarcely  less 
famous  went  to  the  same  shrine  to  unlearn  what  he  had 
previously  known,  and  then  returned  to  Paris  and  "un- 
taught" the  same  to  his  pupils. 

It  is  enough.  Bologna  was  indeed  a  famous  school 
in  the  liberal  sense.  It  was,  however  destined  to  a  great- 
er distinction  because  it  became  a  supreme  School  of 
Law.  There  had  been  schools  of  law  before  it  in  Rome, 
Pavia  and  in  Ravenna,  only  fifty  miles  away  by  the  Adri- 
atic. None  of  these,  however,  may  now  claim  such  honors 
as  rightly  belong  to  Bologna  in  this  noble  science  of  the 
law.  The  rise  to  distinction  is  due  to  one  man,  Irenius, 
whose  name  is  immortal.  He  was  a  master  of  the  Liberal 
Arts  and  set  himself  to  the  study  of  law.  His  books 
were  derived  from  Ravenna  in  part  at  least,  and  down 
he  sat  to  study  them  alone  and  without  a  master.  Let 
me  remind  you  of  the  significance  of  the  statement.  We 
are  living  in  an  age  of  ever-expanding  courses  of  lectures 
in  our  universities,  and  we  are  rearing  generations  of 
youth  in  the  belief,  and  still  worse  in  the  active  practice 
of  the  idea,  that  he  who  would  learn  anything  must  hie 
away  to  some  university  and  take  a  course  in  it.  It  is  a 
silly  heresy,  and  I  despise  it  most  heartily.     There's  far 


SPECIAL  EVENTS  OF  THE  WEEK  91 

too  much  lecturing  going  on,  and  much  too  Uttle  insistence 
upon  personal  effort,  private  study.  Let  the  teacher  teach 
the  beginnings,  the  A  B  C  of  the  arts  and  sciences,  and 
show  the  learner  how  to  work,  where  to  seek  the  know- 
ledge, how  to  obtain  it,  and  then,  noblest  and  highest  of 
all,  how  to  advance  and  extend  it.  He  who  thus  points 
the  way,  shows  the  landmarks,  indicates  the  pitfalls,  sets 
imagination  on  fire,  and  kindles  enthusiasm,  is  a  great 
teacher,  and  has  no  need  to  lecture  on  every  phase  of  his 
subject.  On  the  other  hand,  he  who  does  not  make  course 
after  course  until  college  and  university  catalogues  show 
almost  unending  lists  in  which  knowledge  of  ever}^  detail 
has  covered  learning  like  a  forest  dark  and  forbidding,  he 
who  so  fulfils  the  teacher's  office  makes  his  pupils  parrots 
and  not  men,  stifles  imagination,  smothers  initiative  and 
destroys  originality.  Irenius  was  not  thus  stifled.  What 
he  had  learned  was  his  very  own,  and  with  that  possession 
he  began  to  lecture  on  law  as  no  man  before  him  had 
done  in  Bologna.  In  due  time,  we  know  not  how  soon, 
all  Europe  knew  that  a  great  teacher  had  come,  that  a 
genius  of  commanding  powers  had  risen,  and  students 
came.  He  seems  not  to  have  been  a  great  writer.  We 
possess  indeed  glosses  of  his  which  are  still  preserved 
which  he  wrote  as  he  expounded  the  laws  of  Justinian. 
Nay,  his  greatness  was  as  a  teacher,  and  his  books  were 
the  lives  of  his  pupils,  and  they  came  from  all  Europe  and 
went  home  again  to  sound  their  master's  praises  and  to 
carry  on  their  work.  It  was  he  who  gave  Bologna  its  re- 
nown as  a  School  of  Law,  and  it  was  he  who,  though 
he  knew  it  not,  became  one  of  the  founders  of  the  whole 
university  system,  and  we  who  now  stand  by  the  great 
Pacific  sound  his  praise  once  more  and  remember  the 
shores  of  the  Adriatic. 

First  a  School  of  Liberal  Arts,  then  a  far  more  re- 
nowned School  of  Law,  so  did  Bologna  move  onwards 


92  DEDICATION  EXERCISES 

toward  university  character  as  students  flocked  to  it  from 
the  West  far  beyond  the  beautiful  Alpine  borders  of  Italy. 
Then  came  swarms  of  youth  from  Germany,  and  Bologna 
became  a  cosmopolitan  centre  of  learning ;  and  then  older 
men,  ecclesiastics,  sons  of  noble  families,  men  of  mature 
age  who  had  already  won  position  in  the  world  by  their 
own  well-used  experience  of  it;  and  as  their  numbers  in- 
creased to  three  thousand,  and  then  to  five  thousand,  and 
then  in  1262  to  nearly  ten  thousand  students,  Bologna 
was  now  a  student  university,  and  all  Europe  made  up 
its  body  of  learners.  It  was  now  an  open  doorway  to 
that  profession  which  has  always  had  political  and 
commercial  power  and  has  it  still  as  none  other  of  the 
learned  professions. 

A  place  so  great  could  not  be  left  to  students  of  the 
Liberal  Arts,  and  to  Doctors  of  Law.  Another  profession 
almost  as  lucrative  in  the  middle  ages  as  law,  the  practice 
of  medicine,  would  deserve  and  demand  a  place  and  Saler- 
no could  point  the  way.  There  are  names  of  physicians 
in"  Bologna  documents  from  the  beginning  of  the  eleventh 
century,  and  by  the  second  half  of  it  there  were  doctors 
and  professors  of  medicine  and  surger}',  and  graduations 
in  these  began,  such  as  before  had  been  in  Arts  and  Law. 
The  scientific  school  of  medicine  in  Bologna  begins  with 
the  great  name  of  Thaddeus,  who  came  from  Florence  and 
began  to  teach  in  the  year  1260.  With  him  began  the 
study  of  anatomy,  and  under  him  the  human  body  was 
dissected  in  the  presence  of  students.  Mundinus  stood 
by  him  and  became  the  father  of  modern  anatomy,  writ- 
ing a  text-book  which  continued  in  use  for  more  than  two 
centuries.  There  surely  is  glory  enough  for  any  citv  in 
all  this,  yet — did  not  time  fail  or  patience  forbid — there 
were  far  more  to  tell.  I  might  show  that  its  university  was 
far  in  advance  of  its  own  age,  and  perhaps  in  some  ways 
even  of  our  age  also.     It  early  had  women  among  its  pro- 


SPECIAL  EVENTS  OF  THE  WEEK  93 

fessors,  and  among  them  Novella  d'Andrea  in  the  four- 
teenth centur)^  whose  personal  attractions  were  so  great 
that  she  had  to  lecture  concealed  from  the  eyes  of  her 
pupils  by  a  curtain,  perhaps  lest  beauty  should  fire  imag- 
ination, and  learning  cease  to  entice  when  delivered  by  a 
teacher  of  such  witching  mien. 

Ah,  Bologna,  how  splendid  was  her  contribution  to  art, 
to  law,  to  medicine,  how  glorious  the  annals  of  her  teach- 
ing work!  I  have  walked  her  streets  with  reverence, 
peeped  into  lovely  gardens  through  dim  renaissance  gate- 
ways, and  felt  a  glow  of  happiness  to  behold  the  city 
which  had  made  a  contribution  so  noble  to  the  modern 
history  of  learning,  and  a  gentle  and  modest  pride  that  I 
belonged  in  manner  however  humble  to  the  ranks  of 
teachers  whose  greater  glories  were  Irenius  and  Thad- 
deus. 

I  have  some  fear  lest  I  may  have  overtaxed  your  pa- 
tience by  speaking  so  long  of  Salerno  and  of  Bologna,  but 
I  have  taken  the  risk,  and  there  was  method  in  my  mad- 
ness. I  have  merely  made  these  two  universities  object 
lessons  from  which  I  would  now  deduce  some  general 
principles  and  seek  a  lesson  for  this  place  and  its  beau- 
tiful environment.  Let  me  mention  the  general  principles 
first. 

What  is  a  university.?  There  is  a  widespread  notion — 
it  is  only  a  notion  and  a  very  erroneous  one — that  a  uni- 
versity means  a  school  where  all  the  faculties  or  branches 
of  knowledge  are  represented,  or,  to  put  it  more  crudely,  a 
place  where  a  student  may  learn  any  subject.  There  has 
seldom  found  place  in  the  human  mind  a  greater  vagary, 
a  more  stupid  misunderstanding.  How  shall  we  escape 
from  it.?  There  is  but  one  sure  way,  and  as  safe  as  it  is 
sure,  and  that  is  to  go  back  down  the  long  avenue  of  his- 
tory and  see  what  the  word  university  really  did  mean 
in  the  beginning,  and  then  see  how  the  word  was  applied 


94  DEDICATION  EXERCISES 

to  typical  institutions  later.  Let  us  then  understand  dis- 
tinctly and  clearly  that  universitas  means  merely  a 
number  of  persons.  At  the  end  of  the  twelfth  and 
beginning  of  the  thirteenth  centuries  the  word  is  ap- 
plied to  a  body  of  masters  and  students,  or  to  either  one 
or  the  other.  It  is  in  the  beginnings  not  applied  to  a  place, 
or  to  a  school  or  to  an  institution,  but,  as  I  have  been 
saying,  is  applied  to  the  men  who  teach  or  the  men  who 
study.  The  correct  phrase  is  always,  "The  University  of 
Masters,"  or  the  "University  of  Scholars,"  or  the  "Uni- 
versity of  Masters  and  Scholars."  What  was  the  word 
for  the  institution  in  which  the  "University  of  Masters 
and  Scholars"  had  their  abiding  place.?  The  academic 
institution  was  called  Studium,  not  a  University.  And 
what  was  a  studium.'*  It  was  what  we  might  call  a  school, 
it  was  the  place  or  institution  in  which  the  University 
of  Masters  and  Scholars,  the  teachers  and  the  taught,  were 
at  work.  Now  a  Studium  might  be  a  local  institution 
in  which  were  gathered  as  learners  only  the  youth  of  some 
town  or  city.  Whenever  it  rose  above  the  rudiments, 
the  beggarly  elements  of  instruction,  and  acquired  a  repu- 
tation sufficient  to  attract  students  from  a  distance,  it 
was  then  called  a  Studium  Generale,  and  that  expression 
signifies  not  a  place  where  everything  was  taught  but  a 
place  where  one  of  the  higher  faculties  was  taught,  name- 
ly, theology,  law,  or  medicine,  and  taught  in  such  fashion 
as  to  be  able  to  invite  students  from  beyond  local  borders, 
and  to  attract  them.  At  the  beginning  of  the  thirteenth 
century  there  were  only  three  institutions  which  dared 
claim  the  great  title  of  Studium  Generale,  and  they  were 
Paris,  with  faculties  of  theology  and  liberal  arts,  Bo- 
logna, with  a  faculty  of  law,  and  Salerno  with  a  faculty 
of  medicine.  When  the  fifteenth  centur)^  came,  the  word 
Studium  Generale  dropped  slowly  out  of  use  and  the  word 
university  supplanted  it,  and  acquired  the  general  mean- 


SPECIAL  EVENTS  OF  THE  WEEK  95 

ing  of  the  institution  as  well  as  the  doctors,  masters,  and 
scholars  who  formed  it. 

In  its  original  historical  sense,  and  its  only  correct 
sense,  a  university  is  not  a  place  where  every  subject  may 
be  taught  or  where  every  faculty  is  represented,  but  an 
institution  where  students  may  find  instruction  in  one  or 
more  of  the  higher  branches,  or  in  one  or  more  of  the  pro- 
fessional studies.  Salerno  was  a  university  when  it 
taught  nothing  but  law,  and  it  was  neither  more  nor  less 
a  university  when  it  added  the  liberal  arts,  nor  when  it 
began  the  cultivation  of  medicine.  Paris  was  a  university, 
aye,  and  a  great  university,  when  it  taught  only  theology 
and  the  arts.  I  repeat  that  the  test  is  that  the  instruction 
shall  be  higher  and  not  in  elementar)^  subjects  and  that 
it  shall  be  so  well  ordered,  so  skillfully  given,  as  to  attract 
not  a  Studium  Locale,  but  a  Studium  Generale.  As  in 
those  days,  so  also  in  these  days  wherever  the  word  uni- 
versity is  correctly  used,  it  has  that  significance  and  no 
other. 

In  1876  there  was  opened  in  Baltimore  a  school  of 
the  higher  learning,  and  it  taught  only  by  one  faculty  call- 
ed the  Faculty  of  Philosophy,  which  is  the  modern  term 
for  what  was  in  the  Middle  Ages  the  Faculty  of  Liberal 
Arts,  but, it  was  a  university,  it  was  the  Johns  Hopkins 
University,  and  it  had  every  claim,  every  just  and  right- 
eous claim  to  that  style.  It  was  a  university  though  it 
had  few,  very  few  professors,  but  they  were  supreme,  each 
in  his  own  field,  and  they  attracted  students  at  once  not 
from  Baltimore  or  from  Mar}dand  only,  but  from  Mass- 
achusetts, and  Ohio  as  well,  and  soon  the  fame  of  that 
university  was  world-wide,  and  Germans,  English  and 
French  came  gladly  to  its  hospitable  halls.  It  was  small 
wonder  that  they  came,  for  Silvester  was  professor  of 
mathematics,  Gildersleeve  was  professor  of  Greek,  (where 
else  was  there  a  Hellenist  his   superior.?),   and  Morris, 


96  DEDICATION   EXERCISES 

teacher  incomparable,  was  there  to  represent  collegiate 
Greek  and  Latin,  and  Remsen  was  professor  of  Chemistr)" 
and  Martin  of  Biology  and  Rowland,  professor  of  Physics, 
a  genius  indeed.  And  they  who  stood  by  them  to  help  or  to 
direct  in  other  studies  were  Adams  in  histor)^,  Elliott  in  Ro- 
manic languages,  but  little  less  distinguished  in  promise, 
if    not    in    performance.      O,  aye,    the    Johns    Hopkins 
University   was    a   real   university  when   it   had  only  its 
Faculty  of  Philosophy  and  it  had  no  other  when  I  came 
within  its  inspiring  influence  in  1883.     It  has  a  Faculty 
of  Medicine  now,  and  a  Faculty  of  Engineering,  but  is 
not  one  whit  more  a  university  now  than  it  was  then. 

The  ideal  is  not  many  faculties,  vast  ranges  of  subjects, 
multitudinous  courses ;  it  is  men  of  distinction  as  teachers 
learned  each  in  his  own  subject,  scholars  in  that  lofty  and 
ennobling  sense,  men  of  light  and  of  burning,  blazing  en- 
thusiasm, men  whom  Chaucer  described  in  the  musical 
phrase: 

j.,  "Gladly  wolde  he  lerne  and  gladly  teche." 

Anything  more.?  Yes, — students,  students  who  study,  stu- 
dents who  feel  within  their  glowing  veins  the  warming 
fires  of  ambition,  not  crazed  with  an  absorbing  athleticism, 
not  dull,  witless,  stupid,  blase,  not  careless,  shiftless,  time- 
wasters,  not  dull  driven  cattle,  beaten  into  a  semblance  of 
industry  by  a  vast  machiner)^  of  coercion  administered  by 
a  resistless  Dean.  Professors  make  or  unmake  a  university, 
but  so  also  do  students.  They  must  work  together.  They 
must  be  fellow  soldiers,  commilitones  as  they  were  often 
called  in  my  university  days  in  Germany  long  ago.  Let  us 
not  forget  the  old  phrase  in  the  Middle  Ages,  "University 
of  Masters  and  Scholars."  If  the  professors  have  responsi- 
bility in  making  a  university  so  also  have  the  students.  The 
■  students  of  to-day  will  be  alumni  or  alumnae  to-morrow, 


SPECIAL  EVENTS  OF  THE  WEEK  97 

and  into  their  several  walks  of  life  must  carry  the  habits 
formed  in  student  days  either  as  they  now  are,  or  begin  a 
fierce  battle  to  supplant  them  by  newer  and  better.  During 
all  the  rest  of  their  lives  they  will  be  representing  the  uni- 
versity, and  in  some  or  many  particulars  influencing  its 
decisions,  and  raising  or  lowering  its  prestige.  The  in- 
fluence of  students  far  outlasts  that  of  the  professors.  The 
professors  die  or  retire  while  the  students  who  have  filled 
their  lecture  rooms  survive  them  by  years  or  decades. 
Surely  this  is  no  light  responsibility.  Would  there  were 
found  some  way  of  impressing  every  freshman  with  its 
grave  reality. 

Come  now,  let  me  turn  and  apply  some  of  these  lessons 
from  a  glorious  past  to  a  living  present,  and  so  far  as  may 
be  to  a  future  of  hope  and  actuality.  You  have  honored 
me  with  a  commission  to  speak  to  this  University,  to  the 
Faculty  whom  I  may  salute  as  colleagues,  though  my  own 
seat  of  learning  be  far  from  them,  to  men  and  women  now 
in  the  next  moments  to  be  admitted  by  the  conferring  of 
degrees  to  this  brotherhood  begun  in  Salerno  and  Bologna 
ten  centuries  ago,  and  still  growing  and  developing,  and 
to  such  others  of  the  student  body  as  voice  may  reach 
today  in  this  charming  environment.  I  have  somewhat 
to  say  to  you  collectively  if  not  individually,  as  a  whole 
if  not  in  classes,  diff^erentiated  by  age  or  opportunity. 

The  first  word  is  this,  that  this  is  a  university;  it  has 
earned  and  deserves  that  splendid  appellation.  It  is  a 
Studium,  a  place  of  higher  studies,  a  place  admirably  qual- 
ified to  admit  the  youth  to  the  ancient  degree  of  Bachelor 
of  Arts,  and  it  is  in  that  ancient  and  venerable  sense  al- 
so a  Studium  Generate,  a  place  fit  to  attract  and  able  to 
attract  students  from  a  distance,  and  not  only  from  this 
rich  and  beautiful  city.  That  being  true  and  beyond  all 
dispute  on  solid  historical  grounds,  it  is  doubly  and  treb- 
ly true  when  one  remembers  that  besides  the  College  of 


98  DEDICATION  EXERCISES 

Liberal  Arts  this  University  rises  to  the  mediaeval  stand- 
ard in  the  possession  of  faculties  of  theology,  law  and 
medicine.  There  is  no  need  to  labor  the  point.  Let  all 
who  share  its  life,  whether  as  teachers  or  taught,  lift  heart 
and  soul  in  a  great  and  noble  pride  in  that  already  achiev- 
ed, in  the  place  which  the  University  of  Southern  Califor- 
nia justly  holds  as  an  heir  of  Salerno  and  Bologna,  aye  of 
Paris  and  of  Oxford  and  Cambridge,  and  of  the  earlv 
foundations  of  learning  in  our  own  land.  This  Univer- 
sity is  sister  to  the  best  of  them,  and  may  claim  the  right 
to  emulate  their  glories  and  so  far  as  may  be  to  escape 
their  mistakes.  It  is  a  high  calling  and  ver)-  deeply  re- 
sponsible, and  in  modest  hesitation  I  must  speak  about 
it  and  ask  you  to  consider  how  it  should  be  met. 

The  first  question  is,  what  shall  there  be  taught  to  those 
who  seek  the  baccalaureate  degree."^  I  am  scarcely  old 
enough  to  face  the  embattled  hosts  which  threaten  any  man 
who  in  this  day  dares  to  suggest  any  subject  as  necessary. 
Every  subject  has  its  defenders,  and  so  it  should ;  but  alas ! 
every  subject  has  its  opponents.  I  shall  not  speak  dog- 
matically, nor  ex  cathedra.  What  is  now  to  be  spoken  is 
a  declaration  of  faith,  not  a  challenge  to  controversy.  I 
shall  decline  the  tournament,  refuse  to  enter  the  lists.  I 
shall  flee  and  let  those  who  remain  and  whose  business  it 
is  to  decide,  to  declare  their  faith,  announce  their  principles 
and  put  their  conclusions  into  effect  as  they  have  author- 
ity and  right  to  do,  and  then  to  forget  all  that  I  have  said. 
What  subjects  should  here  be  taught.''  O,  I  have  no  hesi- 
tation in  declaring  my  faith  that  they  should  be  classics, 
mathematics,  histor)',  philosophy,  modern  languages  and 
one  science. 

I  have  mentioned  science  last,  not  as  a  climax, 
for  my  climax  is  at  the  other  end  of  the  line,  but  be- 
cause I  would  say  a  word  about  that  first;  and  I  am  so 
old  a  hand  at  teaching  as  to  know  that  the  thing  mention- 


SPECIAL  EVENTS  OF  THE  WEEK  99 

ed  last  needs  an  early  word  of  re-enforcement  or  it  will 
follow  its  predecessors  out  of  memor}'  into  vacuity.  I 
feel  quite  sure  that  a  man  who  has  to  live  in  the  world 
of  the  present  ought  to  know  something  about  scientific 
methods  of  thought,  processes  and  research,  and  the 
quickest  and  surest  way  to  give  such  an  insight  is  to  teach 
one  science,  teach  it  well,  teach  it  fundamentally  and  as 
much  of  it  as  the  reasonable  partition  of  time  would  al- 
low. One  science  and  one  only,  not  chips  and  bits  and 
smatterings  of  two  or  three  sciences,  as  is  too  often  the 
custom  in  America,  with  the  result  that  the  befuddled  mind 
carries  away  no  real  knowledge,  no  sure  grasp  of  the  scien- 
tific method. 

What  beside  this  then.''  Surely,  enough  of  two 
of  the  modern  languages  to  be  able  to  use  them  as  tools, 
as  reading  tools,  and  no  more,  because  no  more  is  likely 
really  to  be  possible.  Philosophy,  aye,  enough  of  an  in- 
sight into  the  methods  of  philosophical  thinking  that  the 
educated  man  may  at  least  have  heard  of  the  problems  of 
thought,  of  the  universe  and  of  man  upon  which  the  wisest 
men  of  all  ages  have  most  seriously  have  considered. 
History;  yea,  that  the  youth  who  are  to  be  to-morrow's 
men  and  women  may  catch  at  least  a  fleeting  glimpse  of 
the  long  procession  of  civilized  men  coming  up  through 
barbarism  out  of  savagery.  Mathematics,  that  the  mind 
may  see  the  foundations  of  all  physics  and  all  astronomy  in 
that  glorious  science  of  numbers,  the  one  sure  and  surely 
known  science  which  deserves  the  high  epithet  pure, — pure 
science.  The  classics, — it  is  my  climax  and  so  it  deserves 
to  be.  Our  civilization,  the  whole  of  it  stands  supported 
on  two  great  columns,  one  of  them  is  Hebrew,  for  our  relig- 
ion is  Hebrew  in  origin  whether  we  be  Christians,  Jews  or 
Muhammadans,  for  all  three  are  rooted  in  that  same  soil 
so  amazingly  rich  in  religious  ideas  and  aspirations,  so 
charged  with  a  passion  for  God.     The  second  column  is 


100  DEDICATION  EXERCISES 

Greek,  and  the  major  part  of  all  beside  religion  that 
our  civilization  boasts  is  derived  either  directly  from  the 
Greeks  or  indirectly  from  the  Romans.  O,  how  in  in- 
expressibly sad  will  be  the  state  of  the  coming  generations 
if  educated  men  and  women  are  denied  the  classical  train- 
ing, whether  the  denial  come  through  their  own  stupid 
refusal,  or  because  of  the  mistaken  policy  of  the  educa- 
tional leaders  who  are  gradually  elbowing  the  classics 
out  of  college  and  school.  I  make  bold  here  and  now 
to  utter  this  protest  in  the  ears  of  all  who  hear,  and  to 
beg  all  of  a  different  opinion  once  more  to  weigh  and 
consider  the  claim,  the  just  and  reasonable  claim;  of  the 
classics,  to  a  high  and  secure,  though  not  an  exclusive 
place  in  education. 

In  some  such  way  as  this  so  briefly  sketched  I  should 
wish  every  man  or  woman  to  be  educated  in  college,  for 
I  am  fully  convinced  that  with  this  foundation  any 
structure  might  be  reared.  Whatever  the  future  career, 
whether  in  one  of  the  learned  professions  or  in  science, 
literature  or  fine  arts,  music,  sculpture  or  painting,  the 
Bachelor  of  Arts  would  be  ready  to  rear  a  substantial 
structure  of  high  ideals  and  modest  or  lofty  achievement. 

Yet  when  all  is  said  it  matters  far  less  what  is  studied, 
what  subjects  are  pursued,  than  that  what  is  done  be 
done  thoroughly.  It  is  far  more  important  to  know  a 
few  things  well  than  many  things  superficially.  Let  me 
speak  boldly.  The  curse  of  American  education  is  two- 
fold multiplicity  and  superficiality.  Our  boys  and  girls 
from  their  youth  to  manhood  are  taught  too  many  things, 
and  few  or  none  deeply  and  broadly.  We  graduate  from 
schools  and  colleges  hosts  who  are  clever  in  speech,  some- 
times brilliant,  who  can  keep  up  a  conversation  on  almost 
anything  from  astronomy  to  zoology,  but  who  know  noth- 
ing well,  nothing  thoroughly.  I  have  spent  much  time 
in  Europe,  and  everywhere  in  my  experience  and  every- 


SPECIAL  EVENTS  OF  tHE  WEEK         101 

where  the  testimony  of  others  is  the  same.  Nobody 
knows  anything  as  do  the  Enghsh,  German  and  French 
students  of  the  same  age.  A  graduate  student  who  has 
spent  four  years  in  college  and  is  promoted  Bachelor  of 
Arts  comes  forw^ard  as  a  candidate  for  the  higher  degrees 
in  philosophy  or  theology  and  brings  to  the  new  task  so 
little,  so  pathetically  little  that  is  definite,  sure,  positive, 
reliable.  He  has  studied  German  but  he  cannot  read 
some  scientific  papers  in  that  language.  Is  he  a  student 
of  Histor)^^  He  has  read  Latin  in  college,  but  he  can- 
not read  a  document  in  Mediaeval  Latin.  He  goes  to 
Oxford  for  higher  studies  and  is  hopelessly  outclassed 
by  a  boy  five  years  his  junior  who  has  just  come  up  from 
Eton  or  Winchester,  and  can  really  read  Latin.  O,  I 
have  often  been  sick  with  shame  to  have  heard  Oxford 
professors  declare  that  some  American  is  clever,  but  that 
he  knows  nothing,  and  worst  of  all  to  hear  them  prove 
it.  If  there  were  some  way  by  which  every  student  should 
be  compelled  to  study  half  as  many  subjects  he  would  know 
four  times  as  much  about  any  one  of  them.  The  cry 
and  call  of  the  age  is  for  men  and  women  who  know 
something  and  can  do  something  with  it.  Fewer  subjects, 
a  greater  intensity,  and  the  beginning  is  made.  Yet  even 
that  is  only  a  beginning.  Our  next  generation  must  do 
much  better  than  we  have  done,  or  it  will  not  do  so  well. 
It  must  learn  a  few  things  and  learn  them  well,  it  must 
learn  the  supreme  gifts  of  patience  and  perseverance.  It 
dare  not  face  a  future  greater  than  the  past  which  now 
stretches  behind  us  until  it  is  willing  to  pay  for  a  higher 
excellence  in  terms  of  toil,  patient,  persistent  until  the 
goal  be  won. 

The  whole  learned  world  on  the  Atlantic  seaboard  was 
ringing,  as  I  set  my  face  westbound  toward  you,  with 
plaudits  of  a  woman  and  her  splendid  achievement.  A 
quiet,  modest  little  ladv  had  come  from  Paris,  Madame 


102  DEDICATION  EXERCISES 

Curie,  to  receive  the  gift  of  a  gram  of  radium,  and  colleges 
and  universities  clamored  for  the  honor  of  doing  honor 
to  her,  and  naught  that  could  be  said  of  her  was  fulsome 
or  overwrought.  It  sounds  like  a  romance,  but  it  is  the 
romance  of  labor,  prolonged,  patient  persevering.  Here 
is  a  woman  of  unusual  gifts  and  of  sound  preliminary 
training.  She  is  born  Marie  Sklodowska  in  Warsaw  and 
is  a  student  of  chemistry  and  metallurgy  in  Paris  under 
Pierre  Curie,  whose  wife  she  afteru^ard  became.  They 
worked  together  in  his  laboratory  and  there,  while  examin- 
ing specimens  of  pitchblende  from  which  the  element  Ura- 
nium is  extracted,  she  had  the  splendid  good  fortune  to 
discover  a  new  element  which  she  named  Polonium,  in 
honor  of  Poland,  her  native  countr}^  There  might  be 
some  other  mvsterious  element  concealed  in  that  same 
pitchblend,  large  residues  of  which  were  found  in  Austria. 
In  that  search  she  handled  twenty  to  thirty  tons  of  these 
residues,  dissolving,  fractionating  by  re-crystallization 
with  ever  increasing  strength  until  at  last  her  unflagging 
perseverance  was  rewarded  by  the  discover)'"  of  yet  another 
element  with  the  strongest  radioactive  properities  yet 
known.  She  had  discovered  Radium,  an  element,  her  own 
element.  Her  early  training,  you  may  be  sure,  was  sound 
and  thorough,  not  scattered,  aimless,  discursive  like  an 
American  elective  course.  Yet  good  as  it  was  it  would  have 
been  in  vain  but  for  that  magnificent  display  of  hard  and 
continuous  labor.  There  is  no  other  way,  and  if  education 
fails  to  make  that  lesson  plain  it  has  failed  to  educate;  the 
next  generation  will  not  rise  to  its  opportunities  nor 
achieve  its  possibilities.  Am  I  sounding  what  may  seem  to 
be  a  minor  note.'*  Nay,  far  from  it,  this  is  a  clarion  call  to 
this  sovereign  commonwealth,  to  this  astoundingly  beauti- 
ful, this  lordly  and  puissant  city  here,  to  build  gloriously  a 
great  university  worthy  of  the  past  and  its  present  achieve- 
ment, but  worthy  also  of  the  unmeasured  and  immeasur- 


SPECIAL  EVENTS  OF  THE  WEEK  103 

able  opportunity  of  to-morrow.  Nothing  is  too  great,  no 
ideal  too  lofty,  no  hope  too  rich  and  deep  for  what  may  here 
be  achieved.  Upon  these  foundations  already  well  and 
truly  laid  let  great  and  numerous  buildings  stand.  Let 
their  halls  resound  with  the  hurr^dng  feet  of  tens  of  thou- 
sands of  high-spirited  youth,  making  haste  to  laboratories, 
libraries,  lecture  rooms  and  seminaries  of  the  highest  re- 
search. Challenge  the  greatest  universities  from  here  all 
the  way  to  Harvard,  to  Oxford  and  Cambridge,  to  Dublin 
and  Edinburgh,  to  Paris  and  to  Berlin.  Emulate  their 
achievements,  learn  to  avoid  their  mistakes,  and  be  con- 
tent with  naught  less  than  equality  with  their  best  and 
noblest.  Gather  here  the  most  gifted,  the  most  ambitious, 
the  most  industrious  youth,  and  bid  them  sit  humbly  at 
the  feet  not  of  cheap  pedagogues,  but  before  the  faces  of 
the  most  learned,  the  most  skilful,  the  most  inspiring  men 
and  women  as  their  teachers.  Let  those  who  teach  re- 
member the  glorious  succession  in  which  they  stand  from 
Irenius  in  Bologna  to  our  day,  and  as  they  think  how 
narrow  was  the  Adriatic,  and  how  vast  the  Pacific,  how 
insignificant  Bologna,  how  great  and  prosperous  Los  An- 
geles, let  them  do  and  dare  mighty  things  undreamt  be- 
fore, nor  yield  to  the  enticement  of  any  lesser  ambition. 

The  past  is  secure,  the  future  is  here  in  the  making,  and 
the  responsibility  is  ours.  I  have  spoken  with  passionate 
earnestness,  mindful  of  the  past,  eager  to  see  a  greater 
present,  and  full  of  hope  for  a  larger  future.  The  present 
only  is  ours  in  this  mighty  and  inspiring  task  of  education. 
I  am  not  tremulous  with  fear,  but  buoyant  with  hope,  and 
grimly  determined  to  give  my  best  to  my  profession,  the 
profession  of  teaching,  and  to  honor  all  who  serve  in  a  call- 
ing so  ennobled  by  the  past,  so  deeply  needed  in  the  present, 
and  the  present  is  only  a  moment,  a  fragment  of  time. 


SPECIAL  EXERCISES  IN  CONNECTION 

WITH  JAMES  HARMON  HOOSE 

HALL  OF  PHILOSOPHY 

THE  MISSION  OF  PHILOSOPHY 

PROFESSOR  JOHN  WRIGHT  BUCKHAM 

Pacific  School  of  Religion. 

California  has  passed  off  the  pioneer  stage  into  the 
constructive  period, — a  fact  which  this  substantial  and 
beautiful  building,  with  the  mental  construction  which  it 
is  to  foster,  attests. 

It  is  a  question  of  great  moment  what  sort  of  philosophy 
this  great  commonwealth  on  the  shores  of  the  Pacific  will 
construct.  That  this  opulent  and  favored  land,  with  the 
smile  of  nature  resting  upon  it,  is  to  play  a  large  part  in 
the  future  of  civilization,  none  of  us  doubts.  What  will 
be  the  color  and  character  of  the  thought-life  of  the  Pa- 
cific slope.?  That  is  a  subject  for  serious  and  responsible 
consideration. 

It  is  a  cause  for  congratulation  and  gratitude  that  the 
foundations  of  philosophy  in  California  have  already  been 
strongly  and,  as  it  seems  to  us,  soundly  laid.  At  all  events 
they  have  been  laid  in  an  idealism  which  accords  well  with 
the  wide  and  hopeful  outlook  of  our  state,  and  by  two  men 
whose  names  rank  with  the  highest  in  American  philoso- 
phy,— Josiah  Royce  and  George  H.  Howison. 

It  is  one  of  the  significant  incidents — no  accident — in 
the  history  of  human  thought  that  America's  greatest 
thinker,  after  Jonathan  Edwards,  was  born  in  a  California 
mining  town,  caught  from  California  hillsides  and  water 


106  DEDICATION   EXERCISES 

the  light  that  never  was  on  land  or  sea,  was  inducted  into 
the  priceless  treasures  of  human  thought  and  imagination 
in  the  library  of  the  University  of  California,  began  his 
career  as  a  teacher  in  the  same  institution,  and  laid  the 
foundations  of  his  comprehensive  and  majestic  system  of 
idealism  here  in  the  breadth  and  freedom  of  our  unfettered 
life. 

It  is  fitting,  too,  that  his  literary  executor,  and  leading 
interpreter.  Professor  Loewenberg,  should  also  be  teaching 
at  the  same  University. 

Nor  was  it  an  accident  that  our  most  stalwart  and  forth- 
right American  advocate  and  defender  of  pure  personal 
and  theistic  idealism,  George  H.  Howison,  wrought  and 
taught  in  California,  proving  himself  one  of  the  most  vig- 
orous and  able  teachers  of  philosophy  our  country  has  pro- 
duced, training  in  his  classrooms  California  youth  to  be- 
come influential  teachers  of  philosophy  and  leaving  the 
stamp  of  his  firm  and  intelligent  convictions,  his  moral 
earnestness  and  his  faith  in  the  soul  of  man,  deeply  im- 
printed upon  the  life  of  this  coast. 

These  two  men,  with  their  pupils  and  sympathizers,  to- 
gether with  such  teachers  of  idealism  as  James  Hoose  and 
aided  by  such  discerning  lovers  of  philosophy  and  of  Cal- 
ifornia as  Professor  George  H.  Palmer,  have  given  direct- 
ion and  character  to  our  Pacific  Coast  philosophy. 

And  now  in  this  university  has  sprung  up  the  earnest 
and  able  advocacy  of  another  form  of  idealism  needed  to 
augment  and  supplement — should  I  rather  say  to  crown 
the  idealism  of  Royce  and  Howison,  in  the  Personalism 
indelibly  associated  with  a  name  that  belongs  with  those 
of  Edwards  and  William  T.  Harris  and  Royce  and  Howi- 
son as  the  fifth  in  our  great  pentad  of  idealists,  Borden 
Parker  Bowne. 

It  means  much  for  California  to  have  such  a  philosophy 
taught  here  and  promulgated  through   The  Personalist. 


SPECIAL  EVENTS  OF  THE  WEEK  107 

May  it  find  wide  acceptance  and  appreciation. 

This  deep  and  thorough  grounding  of  the  philosophy  of 
California  in  a  vital  idealism,  moral  and  religious  as  well 
as  critical,  is  surely  most  propitious  for  the  future.  Yet 
if  it  should  mean  the  restriction  of  our  philosophy  to  the 
mere  defense  and  maintenance  of  a  closed  system  of  ideal- 
ism the  issue  would  be  quite  unworthy  of  the  high  calling 
of  a  progressive  social  community. 


As  one  looks  out  upon  the  field  and  task  of  philosophy 
today,  he  cannot  but  be  struck  by  the  urgent  summons 
that  comes  to  this  ancient  and  indispensable  servant  of 
the  intellect  and  life  for  the  enlargement  of  its  scope  and 
a  more  adequate  conception  of  its  mission. 

Owing  in  part  to  the  breaking  down  of  authority,  in 
part  to  the  vast  accumulations  of  knowledge,  and  in  part 
to  the  intellectual,  moral,  and  religious  confusion  follow- 
ing the  Great  War,  there  is  at  present  a  chaos  and  be- 
wilderment in  the  general  view  which  philosoph^^  is  call- 
ed upon  to  do  its  part  to  solve.  And  it  is  a  large  part. 

The  peculiar  need  of  our  day  is  not  so  much  investiga- 
tion as  interpretation.  I  do  not  mean  that  investigation 
has  not  been  of  the  utmost  service,  or  that  its  task  is 
complete — far  from  it.  Nor  do  I  overlook  the  fact  that 
we  are  sorely  in  need  of  motive,  which  it  is  the  function 
of  religion  to  furnish.  But  we  are  in  danger  of  being 
crushed  under  the  accumulated  stones  of  investigation, 
and  of  being  unable  to  release  the  fine  power  of  motive, 
until  we  can  reach  a  clearer  conception  of  the  universe, 
of  life,  of  ourselves  and  our  duties  and  possibilities ;  in 
a  word,  a  more  ordered  and  unified  thought-world. 

Now  it  is  the  ofiice  and  task  of  philosophy  to  do  this. 
Science  (and  by  science  I  mean,  of  course,  natural  science) 


108  DEDICATION  EXERCISES 

cannot  do  it,  her  outlook  is  too  restricted ;  art  can  not  do 
it ;  religion  can  not  do  it.  Philosophy  is  the  appointed  in- 
terpreter. Here  is  the  rational  and  ordained  task  of  in- 
tellectual interpretation.  Not  that  this  is  her  only  task. 
She  is  also  the  critic  of  life,  but  true  criticism  is  part  of 
interpretation.  She  has  her  especial  tasks  as  well,  episte- 
mology,  ontology,  logic,  psychology — these  are  important 
provinces  within  her  vast  domain.  Within  each  of  these 
it  is  her  duty  to  toil  arduously  and  incessantly,  to  special- 
ize, to  perfect  a  technique.  Yet  that  is  not  all  of  her  duty. 
These  things  ought  she  to  have  done  and  not  have  left  the 
other  undone.  And  the  other — i.e.,  the  task  of  surveying, 
determining,  relating,  evaluating  the  process  and  control 
of  knowledge — is  a  mission,  the  neglect  of  which  leaves 
the  human  world  in  confusion  and  in  mental  and  spirit- 
ual incompetency. 

Instead  of  exercising  this  essential  office,  what  have  we 
had  of  late,  as  the  dominant  types  of  philosophy.?  Prag- 
matism, which  has  elevated  a  truth  about  truth, — i.e.,  that 
it  ought  to  work — into  the  place  of  truth  itself;  Instru- 
mentalism,  which  has  reduced  philosophy  to  the  apologetic 
and  handmaid  of  science. 

All  of  these  recent  developments  are,  to  be  sure,  correct- 
ions and  contributions.  It  was  time  that  idealism  should 
be  called  upon  to  show  its  faith  by  its  works.  It  was  time 
that  the  instrumentality  of  truth  for  action  be  recognized. 
It  was  time  that  the  truth  of  science,  for  scientific  pur- 
poses, should  be  given  its  place,  as  having  a  reality  of  its 
own.  But  to  make  any  one  of  these  aspects  of  truth  a 
sufficient  philosophy,  laying  its  mandates  and  restrictions 
upon  all  active  philosophies,  is  surely  as  unphilosophical 
as  it  is  ill-balanced  and  hampering. 

No,  philosophy  has  a  larger  and  more  essential  vocation 
than  this.  With  all  its  esoteric  and  technical  problems — 
and  they  are  many  and  difficult — it  is  charged  with  a  far 


SPECIAL  EVENTS  OF  THE  WEEK         109 

wider  mission  and  may  not  rightly  leave  us  in  a  time  like 
this,  in  an  uninterpreted,  unrelated,  un-unified  world  such 
as  that  in  which  we  are  living,  while  it  spends  itself  in  the 
elaboration  of  its  technique  and  in  contests  over  intricate 
issues. 

Where  there  is  no  vision  the  people  perish.  Where 
there  is  no  interpretation  of  life  the  people  wander  in  dark- 
some paths ;  and  philosophy  lapses  into  "lunar  politics"  or 
becomes,  as  Falton  Taylor  describes  it,  a  swamp  in  which 
the  fire-fiies  flash  and  flash  and  all  is  dark  again. 

II 

What  is  interpretation  and  why  is  this  the  task  of  phi- 
losophy } 

Interpretation  is  the  bringing  out  into  more  intelligible 
form  and  relations  of  inner  meaning  and  significance. 

But  is  not  that  the  work  of  science.^  No;  science  has 
to  do,  not  at  all  with  intrinsic  meaning,  but  only  with  ex- 
trinsic meaning,  with  method  and  utilitv. 

Well,  then,  is  not  interpretation  the  office  of  poetr}' 
and  of  art.^  No;  the  mission  of  literature  and  of  art  is 
rather  that  of  expression  than  of  interpretation. 

Not  that  expression  is  less  essential  and  vital  than  in- 
terpretation. Experience  must  find  expression  in  order 
to  come  to  its  fulfilment  and  its  power  of  communication. 
But  experience  is  not  interpreted  until  its  interior  mean- 
ing, with  reference  to  experience  as  a  whole  and  knowledge 
as  a  whole,  is  clarified  and  explicated;  and  that  is  the 
office  of  philosophy,  by  the  way.  I  do  not  mean,  of  course 
that  philosophy  should  or  could  monopolize  interpreta- 
tion. Imagination  is  essential  to  interpretation,  and  hers 
is  intellectual  rather  than  imaginative  interpretation. 

Incidentally,  this  is  the  reason  why  philosophy  deserves 
an  ample  and  honored  place  in  university  and  college  ed- 


no  DEDICATION  EXERCISES 

ucation.  It  is  essential  to  a  Lebenanschauung  as  well  as  a 
Weltanschauung. 

This  is  not  to  say  that  all  minds  feel  equally  the  need  of 
philosophic  inquiry. 

In  my  own  college,  the  University  of  Vermont,  where 
philosophy  has  had  a  large  and  honored  place,  under  the 
aegis  of  James  Marsh,  the  American  exponent  of  Cole- 
ridge, the  Senior  Class  in  my  day — thank  Heaven!  was 
required  to  take  a  course  in  Watson's  Selections  from 
Kant's  Critique,  under  Professor  Henry  A.  P.  Taney,  a 
worthy  compeer  of  Bowne  and  Royce  and  Howison.  There 
were  two  brothers  in  college  at  that  time  who  took  this 
course  successively.  The  elder  was  a  poet  and  humorist  to 
whom  Kant  seemed  the  prince  of  befoggers.  The  only 
effect  of  the  course  upon  him  was  to  stimulate  him  to 
write,  though  not  to  publish,  a  burlesque  which  he  en- 
titled, "A  Critique  of  Pure  Unreason." 

The  younger  brother  came  to  the  course,  with  a  different 
mental  make-up  and  interest,  and  to  him  Kant  brought 
awakening,  nutriment,  light,  and  leading. 

Are  all  poets .''  Are  all  philosophers?  Have  all  the  gift 
of  expression  or  interpretation  .f*  And  yet  the  more  ex- 
cellent way  is,  with  charity  toward  all,  to  recognize  that 
in  the  academic  body  there  is  need  not  only  for  investiga- 
tion and  for  utilization  but  more  abundant  need  for  ex- 
pression and  for  interpretation. 

What  are  some  of  the  particular  tasks  in  interpretation 
for  which  we  look  to  Philosophy? 

In  the  first  place,  we  look  to  her  for  a  philosophy  of 
science,  or  should  I  call  it  a  philosophic  interpretation  of 
science,  for  an  answer  to  the  question:  What  kind  of 
reality  does  it  furnish?  How  far  is  the  scientific  know- 
ledge of  our  world  a  final  and  complete  knowledge?  \»'hat 
are  the  values  and  what  the  limitations  of  science' 

Science  herself  cannot  answer  these  questions,  for  her 


SPECIAL  EVENTS  OF  THE  WEEK  111 

vision  is  limited  to  her  own  realm;  nor  can  a  philosophy 
of  science  that  has  no  prerequisites  save  those  of  science 
herself. 

And  yet  there  is  a  large  company  of  educated  men  and 
women  todav  who  have  no  vision  bevond  science ;  to  whom 
science  is  coterminous  with  truth  itself. 

It  is  the  ancient  error  of  the  borer  in  the  log  taking  his 
log  for  the  universe.  The  world  of  science  is  a  vtrj  real, 
big,  and  expanding  world ;  but  it  is  not  the  total  world  of 
realitv.  Who  shall  teach  the  scientist  that  fact.?  Who 
but  the  philosopher.''  But  the  scientist  will  not  listen  if  the 
philosopher  begins  by  deriding  his  world  and  denying  it 
all  reality  and  worth.  Let  the  philosopher  first  learn  some- 
thing of  what  science  means  in  its  own  right,  and  then  he 
will  be  able  to  interpret  that  meaning  as  well  as  the  lim- 
itations. 

If  it  is  a  sign  of  ignorance  and  provincialism  in  the 
scientist  to  "vanquish  Berkeley  with  a  grin,"  so  is  it  for  the 
philosopher  to  vanquish  Einstein  with  a  "What !  At  last !" 

Then  there  is  Religion.  Who  will  give  us  a  philosophy 
of  religion,  tell  us  the  meaning  of  religion,  its  place  in  life, 
the  nature  of  its  experiences  and  convictions,  as  related  to 
the  whole  experience  and  life  and  knowledge.'*  Not  the 
man  of  religion  himself.  He  knows  what  religion  is  in 
itself,  to  be  sure,  for  he  has  had  the  experience,  and  he  will 
rightly  distrust  and  ignore  anyone  who  tells  him  that  it 
is  not  a  reality.  But  religion  is  not  all  of  life,  nor  all  of 
truth.  Who  shall  say  what  kind  of  truth  it  is,  what  are 
its  guarantees,  how  it  is  related  to  other  forms  of  know- 
ledge, to  life,  to  the  universe.''  The  theologian.''  No,  not 
he;  at  least  not  unless  he  is  also  philosopher  and  can  not 
only  interpret  religious  truth  to  itself  in  terms  of  doctrine 
but  can  also  relate  it  to  the  whole  sphere  of  truth  and  life, 
of  which  may  we  not  say  it  is  the  center. 

A  philosophy  of  religion — yes,  and  of  Christianity — we 


112  DEDICATION  EXERCISES 

are  suffering  for  that — a  clear  and  intelligent  appraisal  of 
the  place  and  meaning  and  warrant  of  religion ;  and  until 
we  have  it  many  thoughtful  minds  will  not  enter  into  the 
full  possession  of  the  pearl  of  great  price. 

And  History — what  do  we  need  just  now  more  than  a 
philosophy  of  history, — not  a  lean  Hegelian  logic  super- 
imposed upon  history — not  merely  an  outline  sketch  with 
side  remarks  such  as  that  with  which  Mr.  H.  G.  Wells 
has  at  once  regaled  and  tantalized  us ;  but  a  genuine  phi- 
losophy of  history  that  is  able  to  decipher  the  moral  and 
spiritual  as  well  as  the  natural  laws  that  run  through  it 
and  to  reveal  something  of  the  movement  and  purpose — if 
such  there  be — that  guide  its  mysterious  interplay  of  free- 
dom and  determinism,  of  trial  and  error,  of  progress  and 
retrogression,  so  that  we  may  know  whether  we  may  in- 
deed believe  that 

"thro'  the  ages  one  increasing  purpose  runs." 

One  of  the  most  interesting  and  suggestive  philosophical 
queries  raised  of  late  is :  What  is  the  meaning  of  the  con- 
cept progress.^  How  much  more  is  there  in  it  than  the 
passage  from  an  indefinite,  incoherent  homogeneity  to  a 
definite — coherent  heterogeneity.'*  How  much  of  moral 
purpose,  of  end-seeking. 

And  a  social  philosophy — to  supplement  and  carry  for- 
ward into  today  and  tomorrow  the  increments  of  the  past. 
How  greatly  do  we  need  that!  Not  a  new  appendage  of 
sociology  and  economics,  but  a  true  social  philosophy. 

What  in  fine  does  this  strange  yet  homelike,  trust- 
worthy-deceptive, beautiful-deformed,  happy-wretched, 
progressive-battling,  good-evil,  true-false  old  world  mean 
anyway,  and  what  does  life  mean,  and  what  do  we  men 
and  women  mean.?  That,  in  short,  is  the  problem  of  phi- 
losophy, not  to  be  solved  by  her  alone,  without  aid,  but 
surely  not  to  be  solved  even  tentatively  without  her.     A 


SPECIAL  EVENTS  OF  THE  WEEK  113 

hard  and  complex  and  continuous  problem,  but  it  is  not 
an  importunate  one  and  men  will  not  let  philosophy  turn 
aside  from  it  to  any  temporizings  of  pragmatism  and  in- 
strumentalism,  to  any  burying  of  her  head  in  the  sands  of 
agnosticism  and  refusal  to  answer  it,  or  to  do  her  best. 

These  age-long  questions  of  ultimate  meanings  are  not 
gratuitous,  nor  will  they  yield  to  any  world-weary  ennui 
or  occupation  with  transient  practical  concerns.  They 
confront  us  upon  these  fair  lethal  shores,  where  it  is  not 
always  afternoon,  any  more  than  anywhere  else  in  God's 
world,  just  as  they  confronted  the  awakened  minds  of 
Athens  and  Alexandria,  of  Jerusalem  and  Ephesus,  of 
Paris  and  Jena,  of  Oxford  and  Edinburgh,  of  Concord 
and  St.  Louis.  And  unless  we  play  the  man  and  face 
them  freely  and  bravely  and  seriously,  no  conquests  of  the 
material  universe  nor  triumphs  of  applied  science,  no  de- 
light in  the  beauties  of  nature,  nor  joy  in  the  creation  of 
art  will  satisfy  that  longing  to  know  which  disturbed  and 
rewarded  the  minds  of  Job  and  Heraclitus,  of  Paul,  and 
Origen  and  Aquinas  and  Berkeley  and  Kant  and  Cole- 
ridge and  Edwards  and  Royce  and  Howison  and  Bowne. 

I  am  not  saying  that  it  is  the  pr6vince  of  philosophy  to 
completely  solve  these  profound  problems  nor  even  to 
reach  down  into  the  very  heart  of  ultimate  reality.  Ex- 
perience alone  can  reach  the  ultimate  realities.  But  it  is 
the  necessary  function  of  philosophy  to  examine,  to  criti- 
cize, to  interpret  and  to  relate  our  experiences,  and  thus 
to  bring  us  out  into  the  light. 

There  are  two  other  cognate  tasks  of  philosophy  of  which 
I  can  speak  but  very  briefly.  One  is  that  of  evaluation. 
This  is  a  task  that  lies  so  close  to  that  of  interpretation 
as  to  be  almost  identical  with  it.  And  yet  it  is  not  quite 
the  same.     It  is  the    field  especially  of  ethics. 

Since  Lotze  and  Ritschl,  we  have  heard  much  of  the 
philosophy  of  values.    It  is  well  that  we  have.  Philosophy 


114  DEDICATION   EXERCISES 

itself  is  a  process  of  evaluation,  an  assessment  of  values, 
or  worths.  We  have  been  confounding  value  with  utility 
long  enough;  thereby  gaining  the  whole  world  and  losing 
our  own  soul.  Philosophy  cannot  itself  give  us  the  pro- 
found values,  but  it  can  tell  us  where  they  lie  and  teach  us 
to  take  nothing  else  for  them. 

A  third  task  of  philosophy  is  that  of  unification.  This 
too  is  a  most  real  necessity  if  we  are  to  live  in  an  in- 
telligible and  coherent  universe. 

Doubtless  the  zeal  of  Platonists  and  Hegelians,  and  of 
Professor  Royce,  carried  their  principle  to  an  extreme, 
imposing  upon  this  "mosaic"  world  a  unity  which  flies  in 
the  fact  of  its  multiformity.  It  was  just  and  pertinent  for 
Professor  James  to  deride  a  unity  that  gives  us  "a  black 
universe,  rounded  in  and  closed." 

We  may  not  rightly  ask  for  unity  at  the  expense  of 
reality.  Nevertheless  if  there  is  some  sort  of  unity  in  the 
flowing  world  of  experience  as  well  as  in  the  perceiving 
and  conceiving  mind,  it  is  no  less  than  a  life  and  death 
matter  that  we  find  it  and  live  in  accordance  with  it.  It 
is  the  task  of  philosophy  to  enable  us  to  do  this. 

It  is  hardly  within  the  range  of  my  subject  or  the  limits 
of  my  time,  to  go  on  to  describe  the  type  of  philosophy  such 
as  is  alone  adequate  to  give  us  an  ordered  and  unified 
thought-world. 

Yet  I  cannot  refrain  from  stating  openly  what  has  al- 
ready been  implied,  that  I  can  conceive  of  no  philosophy 
at  all  adequate  to  undertake  the  interpretation,  evalua- 
tion, and  unification  of  knowledge  save  one  that  grounds  in 
idealism,  that  begins  with  the  mind  itself,  or  rather  with 
that  which  underlies  and  includes  the  mind — the  person. 
Start  with  the  external  world  and  when  you  reach  mind, 
consciousness,  the  self,  it  is  likely  to  appear  only  in  a  phe- 
nomenon, or — Oh,  final  disenchantment — epiphenomenon 
of  nature,   and  we  find  ourselves   in  the  midst  of  that 


SPECIAL  EVENTS  OF  THE  WEEK  115 

mud  and  scum  of  things  where  nothing  sings,  which  Pro- 
fessor Bowne  entitled  philosophical  naturalism. 

Start  with  the  self,  the  person — and  where  else  can  one 
start? — and  you  have,  first  of  all,  other  selves  with  whom 
one  is  indissolubly  bound  up  in  a  society  of  selves,  then  Su- 
preme Self  from  whom  the  selves  come  and  in  whom  they 
live  and  move  and  have  their  being;  and  beside  these  a 
body  of  a  nature,  an  external  world,  to  which  also  we  are 
most  intimately  related  yet  not  indissolubly — and  of  which 
we  have  a  knowledge,  real  and  reliable  in  its  kind,  but 
secondary  to  that  of  each  other  and  of  God. 

The  day  for  the  extreme  idealism  of  Berkeley,  or  for 
the  dualism  of  Descartes,  or  the  critical  and  agnostic  ideal- 
ism of  Kant,  or  for  the  monistic  idealism  of  Royce,  or  for 
he  nature-ignoring  idealism  of  Howison,  has  passed.  We 
need  an  amplified  idealism, — one  that  is  more  deeply  per- 
sonal, social,  spiritual,  yet  that  also  recognizes  an  external 
world  which  has  its  own  degree  and  kind  of  reality,  a  world 
which  we  can  understand  and  use  aright  only  as  we  make 
it  serve  a  higher  moral  and  intelligent  creative  will. 

Yet  I  am  not  here  to  plead  for  idealism,  or  for  personal- 
ism,  but  for  an  enlarged  conception  of  the  mission  of  phi- 
losophy, for  a  philosophy  broad  enough  and  brave  enough 
to  unify,  evaluate,  and  relate  the  varied  forms  of  know- 
ledge, and  serious  and  wise  enough  to  define  and  interpret 
our  manifold  experiences  and  the  ultimate  realities  which 
sometimes  loom  and  sometimes  gleam  through  our  mys- 
teries ;  a  philosophy  that  will  give  us  a  unified  and  evaluat- 
ed thought- world  in  which  we  can  live  sanely,  reverently, 
rationally,  and  construct  a  civilization  meet  for  such  a 
great  God-given  commonwealth  as  this  on  the  shores  of 
a  world-uniting  sea. 

To  such  a  philosophy  may  this  Hall  be  dedicated! 


DOCTOR  HOOSE  AS  COLLEAGUE 

ROCKWELL  D.  HUNT. 
Dean  of  the  Graduate  School,  University  of  Southern  California. 

There  is  something  presumptuous  in  my  speaking  of 
James  Harmon  Hoose  as  my  colleague :  to  me  he  was  more 
like  father  than  brother, — and  yet  he  was  the  most  broth- 
erly of  men  and  paternalistic  not  at  all. 

My  personal  acquaintance  with  Doctor  Hoose  dates 
from  my  coming  to  the  University  of  Southern  California 
in  1908.  Yet  I  had  already  learned  of  him  as  a  leading 
force  in  the  University. 

At  once  I  perceived  his  dominant  place  among  his  col- 
leagues. Highly  respected  by  all,  transparently  genuine 
in  his  qualities  of  manliness,  he  excited  the  jealousy  of 
none,  but  won  the  esteem  of  each. 

Doctor  Hoose  gathered  up  into  his  life  a  wide  range 
of  experience.  His  educational  work  included  all  grades 
of  instruction  from  the  secondary  school  to  the  graduate 
work  of  the  university.  He  organized  the  Normal  School 
at  Cortland,  New  York,  and  was  for  many  years  its  presi- 
dent. He  was  much  in  demand  as  a  lecturer  before  teach- 
ers' institutes.  As  a  teacher  of  teachers  he  was  a  shining 
light.  In  the  course  of  his  university  experience  he  taught 
many  subjects;  histor)",  economics,  sociology,  philosophy, 
pedagogy,  and  still  other  branches,  but  primarily  he  was  a 
teacher  not  of  subjects  at  all  but  of  men.  This  fundament- 
al human  element  he  consistently  instilled  into  the  minds 
of  his  students,  many  of  whom  are  today  vitalizing  and 
enriching  their  teaching  and  their  preaching  because  they 
once  sat  at  the  feet  of  this  great  teacher. 


118  DEDICATION  EXERCISES 

While  not  placing  his  main  reliance  in  a  multitude  of 
books  and  not  given  to  the  use  of  many  "authorities,"  Doc- 
tor Hoose  did  not  neglect  the  best  sources  of  information 
nor  the  helpfulness  that  comes  from  associations  in  learn- 
ed societies.  He  was  a  member  of  the  National  Education- 
al Association,  the  National  Council  of  Education,  and  the 
Southern  California  Teachers'  Association.  For  many 
years  he  maintained  membership  in  the  American  Histor- 
ical Association,  the  Historical  Society  of  Southern  Califor- 
nia, and  the  American  Association  for  the  Advancement  of 
Science.  His  relation  to  the  Holland  Society  of  New  York 
perhaps  betrayed  in  him  something  of  ancestral  pride:  to 
those  who  knew  him  his  Phi  Beta  Kappa  key,  so  modestly 
worn,  was  scarcely  needed  as  an  outward  symbol  of  his 
sturdy  scholarship. 

Doctor  Hoose  was  intelligently  and  sympathetically  in- 
terested in  the  work  of  his  colleagues  while  at  all  times  a 
staunch  and  loyal  supporter  of  the  President  of  the  Uni- 
versity. President  Bovard  could  always  rely  upon  him 
for  wise  counsel,  mature  judgment,  and  broad  vision 
when  confronted  by  grave  problems  of  administration. 

To  his  younger  colleagues  he  was  always  an  inspiration. 
The  fact  that  one  occupied  a  department  only  remotely 
related  to  his  made  no  difference;  his  interests — big,  cul- 
tural, human, — knew  no  departmental  bounds.  He  treated 
even  the  inexperienced,  the  mere  embryonic  professor,  with 
distinguished  consideration.  He  had  a  happy  faculty  of 
removing  the  sting,  where  criticism  was  richly  deserved, 
and  leaving  only  the  helpful,  constructive  suggestion. 

A  few  brief  sentences  from  younger  colleagues  will  ex- 
press the  high  esteem  in  which  he  was  held  far  better  than 
any  words  of  mine. 

Roy  Edwin  Schulz: 
"Dr.  Hoose — our  'grand  old  man',  than  whom  no  young 


SPECIAL  EVENTS  OF  THE  WEEK         119 

instructor  ever  had  a  better  friend,  a  more  fatherly  adviser, 
a  more  wilHng  helper.  His  kindly  criticism,  his  generous 
praise,  and  his  inspiring  encouragement  are  among  the 
most  pleasant  memories  of  service  in  the  University  of 
Southern  California." 

Ruth  W.  Brown: 

"Many  of  the  most  valued  memories  of  my  first  years 
upon  the  faculty  of  my  Alma  Mater  center  about  Dr. 
Hoose,  who  was  then  a  dominating  figure  in  the  institution. 
Dr.  Hoose  possessed  the  simplicity  and  kindliness  that  ac- 
company true  greatness,  and  his  cordial  and  sincere  con- 
sideration for  his  younger  colleagues  tended  to  strengthen 
self-respect  and  to  create  a  sense  of  mastery  in  those  with 
less  experience  than  his  own.  Thus  the  gratitude  and 
reverence  that  I  had  felt  for  Dr.  Hoose,  the  teacher,  were 
deepened  and  enriched  by  later  association." 

Hugh  C.  Willett: 

"Amongst  the  many  influences  woven  into  my  life  dur- 
ing student  and  early  teaching  days  at  the  University  of 
Southern  California,  I  can  now  trace  most  clearly  the  in- 
fluence of  the  life  and  teaching  of  Dr.  Hoose.  He  was  a 
great  teacher  and  a  good  man.  His  method  of  teaching 
demanded  straightforward,  clear-cut  and  rigorous  think- 
ing on  the  part  of  his  students.  His  philosophy,  life  and 
manhood  commanded  the  admiration  and  respect  of  all 
who  knew  him." 

Not  only  was  Doctor  Hoose  broader  than  any  depart- 
ment of  study, — than  all  departments  in  combination ;  his 
perspective  was  that  of  life  itself.  It  may  be  said  that  the 
motto  of  his  life  was,  "Light,  more  light !"  He  delighted  in 


120  DEDICATION  EXERCISES 

the  youthful  Hfe  about  him ;  the  strength  of  mature  man- 
hood challenged  his  admiration;  the  mellow  tints  of  age 
found  response  in  his  heart  of  hearts.  In  1907  he  gave  a 
toast  at  the  Annual  Banquet  of  Phi  Alpha  fraternity  on 
"Living  While  You're  Young,"  in  which  his  closing  thought 
was  this : 

"Young  life  is  beautiful; 

Adult  life  is  grand; 
Old  age  is  sublime; — 

provided,  the  life  is  stalwart  in  noble  purpose." 

How  delightful  it  was  to  observe  the  affectionate  esteem 
in  which  he  was  held  by  the  students,  to  note  his  loyal  en- 
thusiasm at  an  athletic  or  forensic  contest,  to  see  him  in 
action  before  a  student  rally!  No  faculty  member  was 
more  consistent  than  he  in  attending  exercises  where  stu- 
dents participated ;  none  more  faithful  to  visit  the  sick  or 
unfortunate;  none  more  loyal  in  upholding  the  fair  name 
of  the  university. 

If  a  colleague  did  well.  Doctor  Hoose  never  withheld  his 
praise  or  commendation;  if  he  did  ill,  the  genial  Doctor 
generously  refrained  from  carping  criticism  and  spoke 
words  of  kindly  helpfulness.  He  could  be  emphatic  but 
never  rude;  straightforward  and  sincere,  he  knew  not  how 
to  equivocate ;  he  condoned  no  faults,  but  was  never  bitter. 

Such  was  my  colleague,  James  Harmon  Hoose,  he  who 
wrought  so  valiantly  with  strong  hand,  flashing  eye,  and 
stalwart  mind,  and  into  the  fruits  of  whose  labors  we  enter 
this  day.  I  have  now  reached  well  into  middle  life.  As  a 
student  I  have  had  a  few  great  teachers;  as  a  teacher  I 
have  had  many  promising  students :  of  my  numerous  col- 
leagues Doctor  Hoose  stands  forth  as  the  type  'par  ex- 
cellence. 

In  contemplation  of  such  a  character  we  may  take  a 
lesson  from  the  life  of  him  who  gives  name  and  spirit  to 


SPECIAL  EVENTS  OF  THE  WEEK  121 

the  memorial  we  gratefully  dedicate  this  day.  May  the 
kindly  spirit,  the  noble  idealism,  the  inspiring  comradeship 
'of  James  Harmon  Hoose  never  depart  from  this  building. 
And  may  the  University  of  Southern  California  ever  hold 
him  in  faithful,  grateful  remembrance  who  gives  his  honor- 
ed name  to  James  Harmon  Hoose  Hall  of  Philosophy ! 


DOCTOR  HOOSE  AS  TEACHER 

PRESIDENT  TULLY  C.  KNOLES 

College  of  the  Pacific. 

It  is  ver)^  difficult  for  me  to  speak  upon  this  occasion, 
for  my  feelings  are  comparable  to  the  feelings  of  a  son 
speaking  of  his  father.  My  relationship  with  Dr.  James 
Harmon  Hoose,  to  whom  this  beautiful  section  of  the 
George  Finley  Bovard  Building  is  dedicated,  was  so  inti- 
mate for  so  many  years  that  I  came  to  look  upon  him  not 
only  as  my  close  personal  friend,  my  best  teacher,  but  my 
intimate  companion  and  guide :  my  relationship  was  filial. 
For  thirteen  years  I  had  the  great  honor  and  privilege  of  be- 
ing associated  with  him  as  an  undergraduate  and  a  gradu- 
ate student,  a  part  of  that  time  teaching  as  an  assistant  to 
him,  and  for  the  rest  of  the  time  as  head  of  the  depart- 
ment of  History. 

It  is  only  fair  to  Doctor  Hoose  to  say  that  he  had  to 
win  his  way  in  the  University  of  Southern  California. 
After  spending  twenty-two  years  as  President  of  the  Cort- 
land Normal  School  in  the  State  of  New  York,  he  came  to 
California  with  what  he  thought  was  a  competence.  In- 
vesting in  California  lands,  which  were  not  profitable  at 
that  time  because  of  continued  drought,  he  found  it  nec- 
cessary  to  begin  again  and  was  offered  a  position  in  the 
University  of  Southern  California  where,  in  all  frankness, 
he  was  not  appreciated  by  the  trustees ;  and  I  break  no  con- 
fidence when  I  say  that  the  President  at  that  time,  Doctor 
George  W.  White,  found  it  necessar)'  to  pay  a  part  of  Dr. 
Hoose's  salary  for  two  years  out  of  his  own  funds  in  order 
to  retain  him  in  the  institution  until  the  Trustees  were  sat- 
isfied with  his  work.    The  present  President,  Dr.  George 


SPECIAL  EVENTS  OF  THE  WEEK  123 

F.  Bovard,  who  sits  on  this  platform  today,  was  asked  if 
he  intended  to  keep  Doctor  Hoose  in  the  institution  when 
he  assumed  the  responsibiUties  of  the  Presidency  in  1903, 
and  his  answer  was,  "Most  assuredly."  Today  all  of  the 
trustees  who  have  serx^d  since  Doctor  Hoose  became  a 
professor  are  united  in  doing  honor  to  him  and  in  recog- 
nizing him  as  the  great  scholastic  force  in  the  building  of 
the  Greater  University  in  the  first  decade  of  the  twentieth 
century. 

From  the  very  first,  Doctor  Hoose  was  cordially  received 
and  appreciated  by  the  members  of  the  Faculty.  They 
at  once  saw  his  worth  and  knew  his  inspirational  value  to 
themselves  as  well  as  to  students.  To  show  his  influence 
and  also  the  strength  of  his  service  it  is  only  necessary  to 
note  that  today  more  than  a  score  of  men  are  giving  fuU^ 
time  to  the  classes  which  he  formerly  taught. 

The  growth  of  the  popularity  and  influence  of  Doctor 
Hoose  followed  the  same  line  with  the  students  that  it 
did  with  the  trustees ;  for  instance,  when  he  first  began  to 
teach,  a  picture  of  the  door  of  his  classroom  was  printed  in 
the  college  annual  with  the  legend,  "Abandon  cum  laude, 
all  ye  who  enter  here."  For  years  before  his  death  his 
classrooms  were  so  crowded  that  it  became  necessary  for 
him  to  meet  them  in  sections,  and  the  students  knew  that 
the  grades  they  received  in  his  department  meant  his  best 
judgment  of  them,  and  they  desired  the  work  and  ex- 
perience much  more  than  they  desired  the  grades.  Of  all 
teachers  I  have  ever  known  he  had  least  respect  for  persons. 
His  most  intimate  friends  were  treated  exactly  as  were 
those  who  were  scarcely  acquainted  with  him.  Two  in- 
stances stand  out  as  typical  of  his  attitude:  At  one  time 
Doctor  Hoose  was  in  the  habit  of  sending  every  member 
of  the  class  to  the  blackboard  to  answer  certain  questions 
which  he  would  propound.  One  young  man  was  in  the  habit 
of  taking  a  position  midway  from  the  ends,  and  know- 


124  DEDICATION  EXERCISES 

ing  that  the  good  Doctor  invariably  asked  for  recitations 
beginning  at  one  end  or  the  other,  he  was  sure  to  make 
an  excellent  recitation  no  matter  what  he  had  written  up- 
on the  board.  On  one  occasion,  after  having  made  a  very 
brilliant  recitation,  which  recitation  had  no  connection 
with  the  material  he  had  in  view  on  the  board.  Doctor 
Hoose  said  very  quietly,  "There  is  nothing  personal  in 
what  I  am  about  to  say,  but  I  once  knew  a  man  in  New 
York  who  knew  nothing  of  therapeutics  or  materia  medica, 
but  he  was  great  on  fits.  If  he  could  throw  a  patient,  no 
matter  what  his  difficulty  was,  into  fits  he  could  cure  him. 
Next,  please." 

On  one  other  occasion  six  of  us,  all  graduates  and  all 
teachers,  were  taking  a  course  in  Kant's  "Critique  of  Pure 
Reason ;"  we  met  but  once  a  week  for  a  two-hour  session. 
We  were  just  seated  when  Doctor  Hoose  asked  your  speak- 
er to  read  a  certain  sentence  on  a  certain  page.  He  did 
so  and  was  told  to  explain  it.  He  replied  "I  am  not  able 
to  do  so."  Like  a  thunder  clap  Doctor  Hoose  said,  "Class 
excused."  Your  speaker  said,  "Doctor,  we  have  studied 
this  carefully  but  cannot  at  present  understand  it.  Will 
you  be  willing  to  give  us  some  references  that  will  throw 
some  light  upon  the  problem.?"  "Class  excused,"  he  thund- 
ered. We  went  out  very  much  crest-fallen.  One  week 
later  we  returned,  and  as  if  nothing  had  happened  the  good 
Doctor  said  "Page — ,  line — ,  Knoles  read."  Knoles  read; 
then  the  command,  "Knoles,  explain."  The  reply  was  the 
same  as  the  week  before.  Rubbing  his  glasses  he  looked  at 
your  speaker  saying,  "You  wanted  to  read  a  dozen  books 
before  you  could  read  one."  Then  he  sat  back  in  his  chair 
and  for  an  hour  and  a  half  poured  out  the  most  wonderful 
explanation  of  the  Kantian  philosophy  that  it  had  ever 
been  our  privilege  to  hear. 

Today  we  dedicate  these  beautiful  halls  and  this  mag- 
nificent seminar  room  to  the  honor  of  a  man  who,  like 


SPECIAL  EVENTS  OF  THE  WEEK         125 

Socrates  and  the  greatest  teacher  of  them  all,  never  wrote. 
Many,  many  times  I  go  into  my  library  and  long  for  the 
privilege  of  pulling  down  a  volume  written  by  this  great 
man,  but  it  cannot  be  done.  Is  it  such  a  loss,  for  when- 
ever I  find  men  and  women  who  have  come  under  the  in- 
spiration of  James  Harmon  Hoose  I  find  living  epistles.^ 
He  wrote  not  upon  marble,  parchment,  or  paper,  but  on  the 
plastic  minds  of  those  who  are  even  now  multiplying  his 
writings. 


SPECIAL  EXERCISES  IN  CONNECTION 

WITH  THOA/[AS  BLANCHARD  STOWELL 

HALL  OF  EDUCATION 

THE  EFFECT  OF  CHANGING  CONCEPTIONS 
OF  GOVERNMENT  ON  EDUCATION 

WILL  C.  WOOD. 

State  Superintendent  oj  Public  Instruction 

Men  born  of  the  Spirit  welcome  the  dawn  of  each  new 
day,  because  its  span  of  working  hours  is  filled  with  op- 
portunities for  purposeful  activity  and  service.  It  is  em- 
inently fitting  that  man  should  emulate  the  blithe  and 
happy  skylark  who  sings  in  anticipation  of  what  the  new 
day  may  bring.  No  people  are  so  successful  as  those  who 
sing  while  they  spin,  for  the  strands  and  skeins  of  song  be- 
come no  small  part  of  the  warp  and  woof  of  the  tape3try 
of  life,  giving  it  resistance  against  wear  and  tear  and  mak- 
ing it  beautiful  to  look  upon.  It  was  Paul  the  Apostle 
who  bade  the  Ephesians  "be  filled  with  the  Spirit,  speak- 
ing to  yourselves  in  psalms  and  hymns  and  spiritual  songs, 
singing  and  making  melody  in  your  heart  to  the  Lord." 

It  is  in  such  a  spirit  of  song  and  thanksgiving  that  we 
are  gathered  here  today  to  dedicate  this  hall  to  the  great 
work  of  keeping  alive  the  fires  of  the  spirit.  From  a  hum- 
ble beginning  this  institution  has  grown  to  high  estate  be- 
cause its  workers  sang  and  made  melody  in  their  hearts 
while  they  labored.  Hope  has  been  realized;  faith  has 
been  rewarded ;  the  unquenchable  spirit  has  taken  on  new 
light.  Today  we  are  assembled  to  witness  the  housing  of 
that  spirit  in  a  new  temple,  named  in  honor  of  one  of  its 


128  DEDICATION  EXERCISES 

elders  and  chief  priests  and  dedicated  to  a  larger  useful- 
ness. It  is  indeed  a  fitting  recognition  of  the  work  of  a 
devoted  man,  a  scholar,  broad  in  learning  and  human 
sympathy;  a  character  without  a  blemish;  a  teacher  in 
the  image  and  spirit  of  the  Great  Teacher.  Doctor  Thomas 
B.  Stowell,  the  first  dean  of  the  School  of  Education  of 
the  University  of  Southern  California,  has  laid  its  founda- 
tions broad  and  deep,  and  strengthened  them  with  the  but- 
tresses of  faith  and  hope.  As  Superintendent  of  Public 
Instruction  of  the  great  commonwealth  of  California,  I 
bring  this  tribute,  and  attest  his  usefulness  to  the  state 
and  his  unselfish  devotion  to  the  cause  of  education.  It 
is  fitting  that  this  building  shall  bear  his  name. 

On  such  an  occasion  it  is  appropriate  that  we  consider, 
in  the  light  of  present  and  prospective  needs,  the  future 
of  institutions  dedicated  to  the  great  work  of  shaping  and 
molding  the  ideals  of  education,  and  relating  these  ideals 
to  the  needs  of  the  state.  It  was  Alexander  Pope  who 
wrote  in  Augustan  verse: 

"Tis  education  forms  the  common  mind; 
Just  as  the  twig  is  bent,  the  tree's  inclined." 

I  take  it  that  no  one  in  this  twentieth  century  will  chal- 
lenge the  supreme  importance  of  education  in  the  life  of 
a  commonwealth.  The  German  people,  converted  to  the 
ideals  of  militarism  and  world  domination  within  three 
generations,  chiefly  through  education  in  the  state  schools ; 
the  French  people,  schooled  in  thrift  and  steeped  in  the 
ideals  of  resistance  to  Prussian  attack  in  a  highly  central- 
ized school  system — both  are  striking  examples  of  the  part 
education  plays  in  the  life  of  a  nation.  The  ideals  of  a 
nation  are  shaped  in  the  schools  of  that  nation.  The  shap- 
ing of  ideals  is  done  chiefly  by  the  teachers  employed  by  the 
state.     And  the  teachers  of  America  are  trained,  for  the 


SPECIAL  EVENTS  OF  THE  WEEK  129 

most  part,  in  teachers'  colleges  and  schools  of  education.  It 
is  clear,  then,  that  the  training  of  teachers  is  of  supreme  im- 
portance in. a  commonwealth.  The  ideals  of  American  life 
that  are  being  interpreted  in  the  teachers'  colleges  today  are 
the  ideals  which,  by  these  teachers,  will  be  interpreted  to  the 
children  of  America  during  the  next  decade.  They  are  the 
ideals  which  will  dominate  American  life  away  out  in  the 
middle  of  the  twentieth  century,  when  these  children  have 
grown  to  full  estate  and  responsibility.  Schools  of  ed- 
ucation and  teachers'  colleges,  charged  with  the  supreme 
responsibility  of  shaping  the  life  of  the  American  state,  are 
institutions  of  primar}'  importance  which  we  can  not  af- 
ford to  neglect. 

It  is  not  an  easv  task  to  analyze  the  ideals  which  should 
dominate  the  teacher-training  institutions  of  America.  The 
American  people  are  a  mixed  people,  analogous  in  some 
respects  to  a  conglomerate  rock.  Now  a  conglomerate  rock 
is  composed  of  many  smaller  rocks  and  pebbles  formerly 
independent  but  now  more  or  less  firmly  cemented  to- 
gether. Each  of  these  pebbles  making  up  the  conglomerate 
mass  formerly  had  its  own  center  of  gravity.  In  the  con- 
glomerate mass,  the  pebbles  have  lost  their  hundred  or 
thousand  individual  centers  of  gravity  and  a  new  center 
of  gravity  for  the  entire  mass  must  be  found.  It  is  easy 
to  find  by  inspection  the  center  of  gravity  in  a  rock  of  uni- 
form texture,  but  very  difficult  in  a  conglomerate  mass 
because  of  the  varying  textures  of  the  fragments  compos- 
ing the  mass.  Moreover,  each  accretion  to  the  mass  causes 
the  old  center  of  gravity  to  shift  and  makes  necessary  the 
establishment  of  a  new  one.  Carrying  out  the  analogy, 
accretions  to  the  conglomerate  mass  of  our  population 
have  been  so  many  and  of  such  varying  mass  and  texture, 
that  it  is  difficult  to  determine  just  where  is  the  center  of 
gravity  in  America  today  or  where  it  will  be  tomorrow. 
The  ideals  of  America,  like  the  center  of  gravity  in  a  con- 


130  DEDICATION  EXERCISES 

glomerate  rock,  are  hard  to  define  because  of  the  changing 
mass  and  character  of  our  population. 

It  is  in  their  government,  perhaps,  that  the  common 
ideals  of  the  American  people  find  most  direct  expression. 
For  that  reason  I  have  chosen  to  discuss  some  phases  of 
our  government  and  their  bearing  upon  education.  Dur- 
ing the  hundred  and  thirty-four  years  of  our  national 
history,  the  political  theories  that  have  dominated  Amer- 
ican life  and  government  have  not  been  static.  On  the 
contrary  they  have  been  shifting  and  variable,  and  on  the 
whole  progressive.  At  the  ver}'  outset  we  discover  two 
divergent  theories  struggling  for  supremacy — on  the  one 
hand,  the  theor}'  of  a  strong  national  government  which 
would  gradually  absorb  many  of  the  functions  exercised 
by  the  states  and  smaller  subdivisions,  justifying  such  ab- 
sorption by  the  doctrine  of  public  welfare;  and,  on  the 
other  hand,  the  theors'  of  a  constitutionally  restricted 
national  government  based  upon  the  doctrine  of  state  and 
local  rights.  The  chief  protagonist  of  the  strong  national 
government  in  Washington's  cabinet  was  Alexander  Ham- 
ilton; the  chief  protagonist  of  the  opposing  theory  was 
Thomas  Jefi^erson.  Underneath  the  surface  of  the  current 
of  discussion  of  the  nature  of  our  national  government 
there  ran  a  stronger  current.  Hamilton  and  his  followers 
were  opposed  to  the  application  to  American  life  of  the 
extreme  individualistic,  or  laissez-faire,  doctrine.  The 
great  exponent  of  a  strong  national  government  believed 
in  the  extension  of  Federal  power  to  the  regulation  of 
banks  and  other  matters  of  general  concern.  Thomas 
Jeff"erson,  on  the  other  hand,  being  a  disciple  of  Rousseau, 
preached  the  doctrine  of  individualism,  summing  up  his 
attitude  by  declaring  "that  government  is  best  which  gov- 
erns as  little  as  possible."  In  justice  to  Jefferson,  it  must 
be  said  that  when  charged  with  official  responsibility,  he 
sometimes  forgot  his  dictum. 


SPECIAL  EVENTS  OF  THE  WEEK         131 

During  the  first  quarter  of  the  nineteenth  century  the 
executive  and  legislative  branches  were  dominated  very 
largely  by  the  ideals  of  Thomas  Jefferson.  The  conditions 
of  pioneer  life  made  possible  the  application  of  the  politi- 
cal theories  of  states'  rights  and  individualism.  However, 
the  Supreme  Court  of  the  United  States  during  this  period 
was  influenced  largely  by  Chief  Justice  John  Marshall, 
who,  like  Hamilton,  was  the  apostle  of  a  strong  national 
government.  It  was  he,  who,  by  sweeping  decisions,  based 
upon  splendid  analyses  and  careful  reasoning,  extended 
the  limits  of  Federal  power.  In  the  case  of  Marbury  vs. 
Madison,  he  asserted  the  doctrine  that  the  Federal  Su- 
preme Court  could  annul  a  law  of  Congress ;  in  Fletcher 
vs.  Peck  he  established  the  doctrine  that  the  Federal 
Courts  could  annul  an  act  of  a  state  legislature;  In  Mc- 
Culloch  vs.  Marvdand  he  set  forth  the  doctrine  that  the 
Federal  government  has  all  the  powers  implied  in  the  act 
of  its  creation.  It  was  this  last  decision,  upholding  the 
theory  of  implied  powers,  which  has  been  invoked  so 
many  times  subsequently  to  break  down  the  doctrine  of 
state  and  local  rights  and  shatter  the  ideals  of  political 
individualism.  Since  Marshall's  time  the  powers 
of  the  Federal  government  have  greatly  expanded; 
many  governmental  functions  formerly  limited  to 
states  and  local  jurisdictions  have  been  centralized 
at  Washington,  and  Federal  regulation  of  com- 
merce and  industr}',  generally  in  the  interest  of 
the  public  welfare,  has  gone  on  apace.  At  the  beginning 
of  the  twentieth  centun^  we  face  an  anomalous  situation. 
We  find  the  political  party  which  celebrates  the  birthday 
of  Thomas  Jefferson,  its  founder,  responsible  for  more 
laws  for  the  centralization  of  government  at  Washington 
and  more  laws  providing  for  regulation  of  business  and 
industr}'  enacted  during  the  administration  of  a  single 
president,  than  were  enacted  during  any  preceding  quar- 


132  DEDICATION   EXERCISES 

ter  of  a  century.  And  we  find  the  opposing  party,  which  is 
reputed  to  have  inherited  the  ideals  of  Alexander  Ham- 
ilton, standing  firmly,  yet  anomalously,  upon  the  principle 
of  less  centralization  of  government  at  Washington,  "less 
government  in  business,"  and  less  regulation  of  commerce 
and  industry  by  the  government.  However  the  parties 
may  divide  on  the  questions  of  nationalism  and  central- 
ization, the  fact  stands  out  that  our  national  government 
is  becoming  daily  more  complex  and  its  functions  are  mul- 
tiplying. A  democratic  government  can  continue  to  exist 
only  so  long  as  it  is  generally  understood.  In  consequence, 
the  centralization  of  functions  at  Washington  and  the  con- 
tinued differentiation  of  functions  make  the  problems  of 
government  more  complex  and,  by  doing  so,  lay  a  greater 
burden  on  the  schools  in  training  for  citizenship. 

Since  the  theory  of  laissez-faire,  on  the  one  hand,  and 
the  theory  of  extension  of  government,  on  the  other  hand, 
have  dominated  and  still  dominate  the  governmental  act- 
ivities and  attitudes  of  America,  these  theories  are  worthy 
of  some  analysis  without  reference  to  the  political  parties 
espousing  them.  The  theory  of  laissez-faire  found  its 
strongest  expression  in  Europe  at  about  the  time  our  gov- 
ernment was  founded.  Before  the  eighteenth  centur\'  a 
characteristic  feature  of  the  industrial  and  commercial 
development  of  England  and  other  European  countries 
had  been  careful  regulation  and  control  of  trade  and  in- 
dustry, first  by  the  guilds  and  later  by  the  government. 
This  regulation  had  been  carried  to  extreme  lengths.  State 
interference  extended  to  the  fixing  of  prices  of  food  and 
apparel ;  prohibiting  the  wearing  of  certain  kinds  of  cloth- 
ing, restricting  the  manufacture  of  certain  articles  by  ap- 
prentices, regulating  the  wages  of  labor,  forbidding  the  ex- 
portation of  certain  goods,  forbidding  the  use  of  certain 
machiner)'  in  manufacturing,  prescribing  where  factories 
should  be  located,  discouraging  certain  industries  by  taxa- 


SPECIAL  EVENTS  OF  THE  WEEK         133 

tion,  encouraging  other  industries  by  bounties,  prohibiting 
combinations  among  workers,  restricting  certain  trades  to 
guild  members,  prescribing  the  number  of  meals  one 
should  eat,  the  size  of  buttonholes,  the  length  of  shoes  and 
the  cut  of  one's  dress  and  even  naming  the  kind  of  ma- 
terial in  which  the  dead  should  be  buried.  According  to 
John  Stuart  Mill,  legions  of  inspectors,  measurers,  and 
commissioners  saw  that  the  conditions  prescribed  by  the 
state  were  observed.  A  history  of  such  regulation  in  Eng- 
land during  the  seventeenth  and  eighteenth  centuries  reads 
verv  much  like  recent  indictments  of  national  and  state 
governments  in  America.  Buckle,  in  his  "History  of  Civi- 
lization," says  the  legislators  of  the  time  "went  blundering 
along  in  the  old  track,  believing  that  no  commerce  could 
flourish  without  their  interference  and  hampering  that 
commerce  by  repeated  and  harassing  regulations." 

In  the  eighteenth  centur}'  there  was  a  reaction  from  this 
system  of  control  and  regulation,  which  found  expression 
in  the  doctrine  of  laissez-faire.  Supporters  of  this  individ- 
ualistic or  "let  alone"  theor}^  believe  that  the  sphere  of 
state  activity  "should  be  restricted  to  the  narrowest  pos- 
sible limits  consistent  with  the  maintenance  of  peace,  or- 
der and  security."  The  state  is  necessar)',  they  say,  to 
keep  order,  enforce  contracts,  protect  life  and  property  and 
repel  attacks  from  without.  That  the  doctrine  of  laissez- 
faire  persists  in  pristine  form  even  in  the  twentieth  century 
may  be  confirmed  by  reading  an  article  by  Samuel  Spring 
in  the  Atlantic  Monthly  of  June,  1921,  in  which  the  writer 
holds  that  taxation,  that  is,  the  raising  of  money  for  the 
support  of  government,  is  "at  best  an  interference  with 
economic  tendencies,  a  poison  administered  in  small 
doses."  The  individualist  holds  that  the  state  exists  to 
restrain  crime  and  breaches  of  faith,  not  to  direct  and  pro- 
mote the  general  welfare.  "Individualists,"  says  Huxley, 
"condemn  all  sanitary  legislation,  all  attempts  on  the  part 


134  DEDICATION  EXERCISES 

of  the  state  to  prevent  adulteration  or  to  regulate  injurious 
trades ;  all  legislative  interference  with  anything  that  bears 
directly  or  indirectly  on  commerce,  such  as  shipping,  har- 
bors, railways,  cab  fares,  and  the  carriage  of  letters ;  and 
all  attempts  to  promote  the  spread  of  knowledge  by  the 
establishment  of  teaching  bodies,  examining  (and  licen- 
sing) bodies,  libraries  and  museums ;  all  endeavors  to  ad- 
vance art  by  the  establishment  of  schools  of  design,  or 
picture-galleries,  or  by  spending  money  upon  an  architect- 
ural public  building  where  a  brick  box  would  answer  the 
purpose.  According  to  their  views,  not  a  shilling  of  pub- 
lic money  must  be  bestowed  upon  a  public  park  or  pleasure 
ground;  not  a  sixpence  upon  the  relief  of  starvation  or 
the  care  of  disease." 

A  twentieth  century  American  may  regard  the  individ- 
ualistic theon'  as  absurd.  However,  he  should  be  remind- 
ed that  it  has  been  indorsed  by  such  men  as  Adam  Smith, 
Ricardo,  Malthus,  John  Stuart  Mill,  De  Tocqueville, 
Taine,  Kant,  Fichte  and  Herbert  Spencer.  It  is  held  by 
many  Americans  today  and  is  manifested  most  frequently 
at  the  time  that  taxes  fall  due.  Herbert  Spencer,  in  his 
"Social  Statics,"  maintains  that  happiness  does  not  come 
through  state  action  but  by  being  left  alone ;  that  the  sphere 
of  government  should  be  negatively  regulative;  that  the 
state  should  seek  to  redress  evils,  not  try  to  make 
men  happier  by  helping  them  to  do  what  they  can  do  as 
well,  or  better,  by  themselves.  Concerning  education, 
Spencer  held  that  "taking  away  a  man's  property  to  edu- 
cate his  own  or  other  peoples'  children  is  not  needful  for 
the  maintenance  of  his  rights  and  hence  is  wrong."  Hum- 
boldt inveighs  against  "over-government"  not  only  be- 
cause it  restricts  freedom  but  also  because  it  "superin- 
duces national  uniformity"  by  its  tendency  to  reduce  so- 
ciety to  a  dead  level.  The  individualists  stand  for  free 
competition  and  for  the  free  play  of  the  doctrine  of  sur- 


SPECIAL  EVENTS  OF  THE  WEEK  135 

vival  of  the  fittest.  Men  will  be  stronger  and  better,  they 
say,  if  they  are  left  to  develop  and  to  work  without  inter- 
ference. Unrestricted  competition,  they  hold,  will  produce 
not  only  a  stronger,  fitter  race,  but  also  more  and  better 
goods,  thus  solving  at  one  stroke  our  economic  and  social 
problems.  It  must  be  remarked,  in  passing,  that  this 
argument  for  the  free  play  of  brute  forces  is  strikingly 
similar  to  the  justification  of  the  war  for  world  dominion 
put  forth  by  German  philosophers  and  statesmen  in  1914. 

Opposed  to  the  extreme  individualistic  theory  which  we 
have  discussed,  is  the  extreme  socialistic  theory.  The  hold- 
ers of  this  theor)^,  far  from  regarding  government  as  an 
evil,  look  upon  it  as  a  positive  good  and  hold  that  its  ac- 
tivities should  include  the  promotion  of  the  common  eco- 
nomic, moral  and  intellectual  interests  of  the  people.  The 
extreme  socialists  advocate  collective  ownership  and  man- 
agement of  all  industries,  including  land  and  capital  and 
the  instruments  of  production  and  transportation.  They 
would  substitute  state  management  for  private  manage- 
ment. They  decrv"  the  evils  of  competition  and  the  con- 
centration of  wealth  in  the  hands  of  a  few.  They  main- 
tain that  much  of  the  materiahsm,  dishonesty  and  lower- 
ing of  standards  of  character  that  mark  present-day  civi- 
lization is  due  to  the  competitive  principle.  In  support  of 
their  doctrine,  they  cite  the  success  of  certain  experiments 
in  government  ownership  and  operation  of  public  utilities. 

The  American  policy  has  been  to  steer  a  middle  course 
between  the  two  extremes,  verging  toward  one  or  the  other 
according  to  the  exigencies  of  the  time.  The  individual- 
istic idea  borders  one  bank  of  the  stream  of  American 
thought  and  practice  and  the  extreme  socialistic  idea 
borders  the  other  bank.  To  approach  either  bank  too  close- 
ly is  to  run  the  risk  of  being  stranded  on  a  sand  bar.  For 
a  hundred  and  thirty-four  years  the  ship  of  state  has  held 
to  deep  water  in  the  main  current  of  the  stream.     The 


136  DEDICATION   EXERCISES 

American  people  recognize  the  dangers  of  extreme  indi- 
vidualism, in  injustice  to  the  individuals,  communities  and 
whole  regions.  The  free  play  of  competition  resulted  in 
grinding  poverty,  long  hours  for  workers,  child  and  woman 
labor,  and  in  a  high  death-rate  among  workers.  Individ- 
ualism carried  to  the  extreme  robbed  vouth  of  education 
and  opportunity  and  threatened  the  destruction  of  democ- 
racy. If  unmitigated  competition  holds  sway  in  industry, 
why  not  in  political  life.?  If  only  the  strongest  are  to  sur- 
vive in  industry'  under  the  merciless  working  of  unrestrict- 
ed competition,  why  should  not  the  strongest  survive  in 
political  affairs.?  When  the  strongest  rule  in  the  state  by 
overcoming,  coercing  and  trampling,  upon  their  fellows, 
we  shall  have  a  despotism  or  an  oligarchy,  not  a  democra- 
cy. The  theor)'  of  laissez-faire  and  the  theor}-  of  democra- 
cy are  in  no  slight  degree  opposed.  The  principle  of  surviv- 
al of  the  fittest  undoubtedly  applies  in  unmitigated  form  to 
the  brute  and  plant  world.  But  man,  unlike  the  brute,  is 
endowed  with  a  soul  which  would  be  maimed  and  strangled 
if  it  were  to  win  a  brute  triumph  by  the  cramping  or  death 
of  other  souls.  If  man  is  to  keep  his  soul,  he  cannot  maim 
or  cramp  or  kill  the  souls  of  fellow  men  or  the  souls  of 
women  and  children.  We  must  have  regulation  of  in- 
dustr}',  sanitation,  control  of  disease,  education,  recreation, 
poor  relief,  water  systems,  public  hospitals  and  public  im- 
provements as  wtII  as  police  forces,  fire  departments  and 
courts  of  justice,  if  civilization  is  to  survive.  It  is  idle  to 
maintain  that  these  matters  should  be  left  to  private  in- 
itiative. It  is  equally  idle  to  deny  that  individuals  act- 
ing together,  in  many  matters,  can  secure  more  good  for 
all  by  so  acting,  than  they  can  by  acting  alone. 

In  rejecting  the  extreme  of  individualism,  we  need  not 
embrace  the  extreme  of  socialism.  Like  individualism,  it 
has  its  points  of  weakness  and  its  positive  dangers.  The 
mainspring  of  human  action  has  been,  and  I  believe  ever 


SPECIAL  EVENTS  OF  THE  WEEK         137 

will  be,  private  ownership.  I  have  seen  too  much  neglect 
of  public  property  and  too  much  tolerance  of  the  neglect  of 
public  business,  to  have  faith  in  the  theor}'  of  collectivism 
or  communism,  I  have  had  too  much  experience  in  the 
education  and  training  of  human  beings  to  believe  that 
human  nature  can'  be  changed  by  legislative  fiat  or  eco- 
nomic revolution.  The  path  of  human  kind  upward  is 
a  long  and  arduous  path;  there  are  few  short-cuts  and 
they  are  indeed  ver\'  short.  We  learned  during  the  war 
that  sudden  prosperity  is  fraught  with  possibilities  of  evil ; 
that  human  beings  really  value  only  that  which  they  earn 
or  deserv-e.  If  all  the  wealth  of  the  world  were  confiscated 
and  redistributed,  the  greatest  injur)'  would  be  done,  not 
to  the  man  whose  property  was  taken,  but  to  the  man  Vv'bo 
received  wealth  he  did  not  earn  or  deserve.  The  wicked 
carnival  of  senseless  spending,  superinduced  dv  profiteering 
and  unearned  wages  during  the  war,  bears  witness  to  fool- 
ishness of  reaping  where  one  has  not  sown ;  of  getting  what 
one  has  not  earned  or  deserved.  It  is  an  injur}^  to  the  in- 
dividual who  seemingly  profits  by  it,  and  it  is  an  injur)^  to 
society. 

What  theory'  then  shall  we  hold  as  defining  the  pur- 
pose of  the  modern  American  state .^  I  am  convinced  that 
the  answer  is  neither  individualism  nor  socialism.  Profes- 
sor Ritchie,  in  his  "Principles  of  State  Interference,"  holds 
that  the  purpose  of  the  state  is  the  realization  of  the  best 
life  by  the  individual.  Laboulaye,  the  French  professor  of 
political  science,  says,  the  "role  of  the  state  is  to  assure  to 
the  individual  his  entire  development — the  full  enjoyment 
of  his  physical,  religious,  intellectual,  and  moral  powers; 
to  remove  obstacles  and  restraints ;  and  to  promote  the 
general  progress  by  multiplying  the  means  of  education 
and  putting  it  at  the  door  of  the  most  ignorant  and  poor- 
est." Dr.  James  W.  Garner  offers  as  a  statement  of  the 
modern  American  view  the  following:  "The  original,  pri- 


138  DEDICATION  EXERCISES 

mar)'  and  immediate  end  of  the  state  is  the  maintenance 
of  peace,  order,  security  and  justice  among  the  individuals 
who  compose  it.  Secondly,  the  state  must  look  beyond 
the  needs  of  the  individual  as  such  to  the  larger  needs  of 
society — the  welfare  of  the  group.  It  must  care  for  the 
common  welfare  and  promote  the  national  progress  by 
doing  for  society  the  things  which  the  common  interests 
require  but  which  cannot  be  done  at  all  or  done  efficiently 
by  individuals  acting  singly  or  through  association." 

Accepting  Doctor  Garner's  statement  of  purpose  of  the 
state  as  representing  fairly  the  American  view,  how  does 
education  enter  into  the  scheme.?  At  the  risk  of  appearing 
platitudinous,  I  maintain  that  education  is  one  of  the 
chief  functions  of  the  state  because,  by  broadening  the 
mind,  by  training  and  disciplining  the  individual,  educa- 
tion is  a  primary  and  indispensable  means  for  realizing 
the  primary  end  of  the  state,  namely,  "the  maintenance 
of  peace,  order,  security  and  justice  among  individuals." 
Peace  and  order  depend  upon  a  common  acceptance  of  the 
principles  of  right  and  justice —  and  education  makes  for 
such  common  acceptance.  Security  of  life  and  property 
depends  upon  a  recognition  of  the  difference  between  li- 
berty and  licence —  and  education  seeks  to  define  that  dif- 
ference. But  education  goes  farther — it  enables  the  state 
to  promote  the  common  welfare  by  raising  the  level  of  in- 
telligence and  character  among  citizens,  and  by  training 
experts  who  may  do  for  the  common  welfare  what  such 
welfare  demands. 

In  recent  years  we  have  witnessed  many  experiments  in 
national  and  local  government.  The  powers  and  functions 
of  the  national  government  have  expanded,  but  in  many 
instances  these  functions  have  been  badly  performed.  Vast 
sums  have  been  wasted  because  of  the  incompetence  of 
the  public  servants.    The  responsibility  rests  chiefly  upon 


SPECIAL  EVENTS  OF  THE  WEEK         139 

the  public,  which  has  been  so  fearful  of  experts  that  it  has 
tolerated  politicians  in  places  where  expert  ser\''ices  are 
needed.  The  American  people  must  be  educated  to  the 
point  where  they  will  demand  expert  rather  than  political 
service  in  places  of  responsibility.  They  must  be  trained 
to  be  critical  of  the  results  of  public  service  rather  than 
the  details  thereof.  They  must  be  educated  to  this  point 
where  they  will  pa}'  competent  state  employees  the  wages 
of  competency;  where  they  will  hold  responsible  the  of- 
ficial who  clings  to  the  policy  of  the  out-worn  spoils  system. 
The  government  at  Washington  may  be  recognized;  the 
pawns  may  be  shifted  in  the  game  of  politics ;  but  efficien- 
cy and  extravagance  will  continue  in  spite  of  it  unless 
there  is  more  expertness  and  business  in  government.  It  is 
to  the  schools  that  we  must  look  for  the  training  in  citizen- 
ship which  will  demand  and  supply  the  type  of  men  need- 
ed to  make  American  government  successful,  efficient  and 
economical.  Only  thus  can  the  government  be  made  to 
realize  the  secondary  purpose  of  the  state,  namely,  promo- 
tion of  the  general  welfare. 

With  the  expansion  of  our  national  government,  the 
growth  of  population,  the  development  of  industr)',  and 
the  tendency  to  congestion  in  large  centers,  there  has  come 
a  demand  for  regulation  along  many  lines  including  in- 
dustr}',  transportation,  housing,  and  sanitation.  Unregu- 
lated, a  railroad  may  kill  a  town  which  has  offended  it,  by 
the  simple  method  of  extorting  high  rates  or  moving  its 
tracks.  Unregulated,  an  industr\"  may  kill  and  maim 
many  of  its  laborers  by  neglected  safety  appliances,  thus 
throwing  upon  the  state  the  burden  of  caring  for  crippled 
men  or  for  bereft  widows  and  children.  Unregulated,  a 
filthy  family  may  pollute  the  water  supply  of  a  city  and 
spread  disease  and  death  among  thousands.  The  extreme, 
individualistic  theor}'  of  "let  alone"  may  work  on  the 
plains  of  Mesopotamia  or  Timbuctoo,  where  the  popula- 


140  DEDICATION  EXERCISES 

tion  is  scattered,  but  it  will  not  work  in  New  York  or  Chi- 
cago or  Los  Angeles,  where  the  population  is  congested. 
During  recent  years,  the  policy  of  state  regulation  has  ex- 
panded rapidly.  Industrial  accident  and  workingmen's 
compensation  laws,  laws  regulating  automobiles  and  traf- 
fic, laws  regulating  transportation  and  public  utilities, 
laws  regulating  traffic  in  drugs,  laws  regulating  moving 
pictures,  laws  regulating  building  and  housing,  laws  regu- 
lating employment,  especially  the  employment  of  women 
and  children  in  industr)%  laws  regulating  weights  and 
measures,  and  the  issuance  of  stocks  and  bonds, 
have  been  put  on  the  statute  books.  Most  of 
these  laws  are  the  outgrowth  of  congestion  in  cities 
and  changes  in  industr}'.  They  have  been  deemed 
necessan'  for  the  public  welfare.  Already  there  is 
a  tendency  to  react  against  regulation  in  many 
matters,  not  so  much  because  regulation  is  deemed  un- 
necessar}'  as  because  much  of  the  regulation  has  been 
lacking  in  intelligence.  If  we  are  to  have  regulation,  it 
must  be  intelligent  and  based  upon  facts,  not  upon  theories 
or  political  expediency.  This  means  that  the  public  ser- 
vice must  be  manned  by  trained  people  rather  than  by 
men  and  women  who  must  be  taken  care  of  as  rewards 
for  political  service.  The  time  has  come  when  public 
ser\'ice  should  be  made  a  career  justifying  education  and 
training,  which  the  school  must  supply.  Moreover,  regu- 
lation, to  be  effective,  must  be  backed  by  civic  and  public 
opinion  based  upon  general  recognition  of  the  needs  and 
means  of  regulation.  If  our  young  people  are  properly 
educated  in  citizenship,  the  violations  of  necessar}'  regula- 
tions will  tend  to  become  fewer.  The  growth  of  the  move- 
ment to  expand  governmental  powers  in  the  promotion  of 
the  public  welfare,  throws  an  added  burden  on  the  schools 
in  the  training  for  citizenship.  If  necessar)'  regulation 
fails,  it  will  be  due  to  unintelligent  administration  and 


SPECIAL  EVENTS  OF  THE  WEEK  141 

lack  of  the  backing  of  intelligent  public  opinion.  And  if 
regulation  fails,  we  shall  probably  have  to  choose  between 
a  reaction  to  individualism,  with  its  brute  appeal  to  the 
doctrines  of  survival  of  the  fittest,  on  the  one  hand,  or 
socialism,  with  its  dangers  of  mediocrity,  dead-level  uni- 
formitv  and  lack  of  spur  to  effort,  on  the  other  hand.  The 
schools  must  rise  to  the  responsibility  of  maintaining  the 
American  ideal,  which  is  neither  individualistic  nor  social- 
istic, but  which  embraces  the  best  in  both  theories  of  po- 
litical action. 

In  local  government,  also,  we  face  a  ver)^  real  situation. 
Great  cities  have  built  water  systems  and  aqueducts, 
bought  parks  and  playgrounds,  built  up  street  departments 
and  fire  departments  and  constructed  sewer  systems.  Some 
cities  have  embarked  upon  the  policy  of  owning  and  op- 
erating such  public  utilities  as  light  plants,  gas  plants,  and 
street  railways.  Municipal  governmental  functions  are 
expanding  daily,  but  municipal  government  has  not  kept 
pace  with  the  expansion.  -  We  adopt  new  charters  and 
change  ordinances  in  the  hope  of  relief,  but  generally  we 
do  not  find  it.  The  ward  system  of  electing  a  city  council 
gives  way  to  election  at  large.  The  Mayor  and  council 
give  way  to  the  commission  form  of  government.  The 
commission  gives  way  to  the  city  manager — all  in  the 
hope  that  a  change  of  machinery-  will  give  results.  But 
the  change  has  not  worked  wonders — in  most  instances 
the  change  has  succeeded  only  so  long  as  the  enlightened 
civic  interest  which  forced  the  change  persists  in  the  gov- 
ernment itself.  American  cities  will  never  be  permanently 
redeemed  from  bondage  to  master-politicians  until  intelli- 
gent public  opinion  becomes  permanently  interested  in 
municipal  affairs.  In  municipal  affairs,  as  well  as  in  na- 
tional and  state  affairs,  there  is  need  for  expert  administra- 
tion, responsible,  not  to  master-politician,  but  to  intelli- 
gent public  opinion  constantly  and  vigilantly  functioning. 


142  DEDICATION   EXERCISES 

To  develop  this  expert  public  service  and  to  train  the  peo- 
ple to  habits  of  participation  in  government,  the  schools 
must  bend  their  energies.  It  is  a  mighty  task  which  must 
be  attacked  by  mighty  spirits,  but  the  task  is  not  insur- 
mountable. 

The  problems  of  America  in  the  twentieth  century  are 
indeed  great  and  towering.  We  hear  the  call  to  world 
trade  and  world  service.  Such  a  call  means  further  ex- 
pansion of  governmental  activities.  As  these  activities 
expand  and  make  demands  upon  public  agencies,  the  call 
will  come  for  greater  simplicity  in  government  at  home. 
Better  organization  and  co-ordination  of  public  agencies 
will  help,  but  it  will  not  be  sufficient.  As  functions  ex- 
pand and  the  burden  of  performing  them  becomes  greater, 
the  demand  for  simplicity  in  government  will  increase. 
The  individualists  will  argue  for  a  return  to  the  principles 
of  laissez-faire;  the  socialist  will  argue  for  reorganization 
on  the  basis  of  socialism,  which  he  holds  is  a  simple  pro- 
gram. The  confused  citizen  may  yield  to  one  or  the  other 
in  the  midst  of  confusion.  If  he  yield  to  extreme  individ- 
ualism he  will  yield  to  brutal  competition  in  which,  in  the 
last  analysis,  children  will  compete  against  fathers,  wives 
against  husbands,  as  well  as  men  against  men,  in  the  piti- 
less struggle  for  survival.  He  will  also  yield  democracy 
and  all  her  precious  fruits.  If  he  yield  to  extreme  social- 
ism, he  will  yield  to  mediocrity,  to  the  herd  without  a  uell- 
wether,  to  a  system  lacking  the  spur  to  genuine  progress. 
Progress  does  not  lie  in  either  direction;  it  is  not  to  be 
found  on  either  bank  of  the  stream  but  straight  ahead. 
The  future  of  democracy,  the  future  of  America,  all  are 
enfolded  with  the  future  of  education.  And  education 
in  America  must  awake  to  its  high  responsibilities,  which 
are  no  less  than  the  preservation  of  the  inalienable  lights 
of  man,  of  the  institutions  of  our  fathers  and  of  govern- 
ment of  the  people,  by  the  people,  and  for  the  people. 


TO  DEAN  THOMAS  BLANCHARD  STOWELL 

EMORY  S.  BOGARDUS 

University  of  Southern   California. 

Dean  Thomas  Blanchard  Stowell  honors  us  today 
by  his  presence,  and  we  would  honor  him  in  the  dedication 
of  Stowell  Hall.  He  may  be  said  to  have  entered  upon 
his  scholastic  career  at  the  age  of  nine  years  when  in  a 
private  school  in  the  city  of  Buffalo  he  began  the  study  of 
the  classics.  At  the  age  of  nineteen  he  was  graduated  from 
Genesee  College,  now  Syracuse  University,  having  been 
honored  in  his  junior  year  with  the  Greek  oration  and  in 
his  senior  year  with  the  Latin  oration.  While  still  in  his 
teens  he  was  elected  to  the  principalship  of  the  Addison 
Academy  in  New  York.  A  year  later  he  assumed  charge 
of  the  Academic  Department  of  the  Union  School  at  Mor- 
risville,  New  York,  and  in  the  following  year  he  was  ap- 
pointed professor  of  mathematics  in  Genesee  Wesleyan 
Seminar)'. 

While  still  at  the  beginning  of  his  twenties  he  became 
principal  of  the  Morris  High  School,  Leavenworth, 
Kansas,  where  he  had  the  supervision  of  1000  pupils,  with 
sixteen  associate  teachers.  He  soon  received  another  pro- 
motion— to  the  chair  of  natural  science  in  the  State  Nor- 
mal School  at  Cortland,  New  York,  where  he  crowned 
twenty  years  of  service  with  remarkable  success. 

He  then  became  principal  of  the  State  Normal  and 
Training  School,  Potsdam,  New  York,  where  he  rounded 
out  another  twenty  years  of  still  greater  educational 
achievements.  He  then  came  to  Southern  California.  As 
dean  of  the  School  of  Education  and  dean  of  the  Graduate 
School,  Dr.  Stowell  contributed  ten  more  busy  years  of  his 


144  DEDICATION   EXERCISES 

life  to  the  cause  of  education.  The  brief  review  discloses 
in  part  the  scope  and  volume  of  the  prodigious  educational 
labors  with  which  Dr.  Stowell  spanned  more  than  half  a 
century  of  successful  endeavors. 

From  his  alma  mater  Dr.  Stowell  received  the  degree  of 
Master  of  Arts  and  also  the  degree  of  Doctor  of  Philosophy. 
St.  Lawrence  University  honored  itself  by  conferring  up- 
on him  in  1909  the  degree  of  Doctor  of  Laws.  At  the 
Anderson  School  of  Natural  History,  Dr.  Stowell  studied 
under  the  direction  of  the  illustrious  Agassiz.  His  sum- 
mer vacations  were  utilized  in  the  field,  collecting  materials 
for  scientific  investigation.  His  excellent  training  was 
supplemented  by  travels  at  home  and  abroad. 

The  son  of  accomplished  parents,  he  added  culture  un- 
to culture  by  his  marriage  with  the  daughter  of  Reverend 
and  Mrs.  George  H.  Blakeslee.  It  is  clear  that  the  mar- 
velous success  which  has  been  attained  by  Dr.  Stowell  is 
due  in  no  small  degree  to  the  support  which  he  has  stead- 
fastly received  from  his  active,  inspiring,  ever-youthful,  ac- 
complished wife — Mary  Blakeslee  Stowell. 

Dr.  Stowell's  extraordinar)'  versatility  is  demonstrated 
by  the  fact  that  he  achieved  prominence  as  a  teacher  of 
mathematics,  of  chemistr}^,  of  biology,  of  neurology,  of 
psychology,  and  of  education.  In  all  these  fields  he  at- 
tained prominence  not  only  as  a  teacher,  but  also  as  an 
investigator,  and  moreover,  as  an  executive. 

As  a  teacher.  Dr.  Stowell's  personality  is  an  outstand- 
ing force.  He  inspired  in  his  pupils,  young  and  old,  not 
only  an  abiding  interest  in  facts,  details,  principles,  but 
also  a  deep-seated  love  of  nature,  of  little  children,  of  men, 
and  of  God. 

As  an  investigator,  he  held  persistently  to  the  inductive, 
laboratory  method  of  inquiry.  He  was  equally  insistent 
that  his  students  in  science  proceed  from  and  maintain 
a  sound  and  constructive  philosophy  of  life. 


SPECIAL  EVENTS  OF  THE  WEEK  145 

The  vast  swing  of  his  intellect  is  seen  in  the  number 
and  variety  of  his  publications,  which  are  found  in  the 
Proceedings  of  the  American  Philosophical  Society,  of  The 
American  Association  for  the  Advancement  of  Science, 
of  The  Am.erican  Microscopical  Society,  of  The  Society  of 
American  Anatomists,  of  The  National  Educational  As- 
sociation, in  The  Journal  of  Comparative  Neurology,  in 
The  Personalist, — not  to  mention  many  other  articles  and 
books  of  which  he  is  the  author. 

In  my  acquaintance  with  Dr.  Stowell  during  the  past 
ten  years  I  have  marvelled  repeatedly  at  his  ability  to 
carry  responsibility  and  to  achieve  results  in  several  im- 
portant directions  simultaneously.  At  times  it  would 
seem  that  he  was  doing  the  work  of  three  full-sized  men, 
and  yet  he  was  anxious  and  willing  to  do  more.  His 
never-failing  courtesy  should  not  go  unmentioned.  Wheth- 
er busy  at  his  desk,  or  in  the  midst  of  discussing  knotty 
administrative  problems,  or  at  the  end  of  a  long  and  tire- 
some day,  his  fine  sensibilities  would  respond  promptly, 
revealing  the  highly  trained  heart  of  a  gentleman  and  the 
finest  courtesy  of  a  king's  court. 

One  of  his  former  students,  the  head  of  the  Department 
of  Compulsor}^  Education  and  Child  Welfare  of  the  Los 
Angeles  Public  Schools,  Dr.  E.  J.  Lickley,  says:  "In  the 
years  of  my  delightful  association  with  Dr.  Stowell  I  have 
always  thought  of  him  as  the  man  with  the  understanding 
heart."  Mr.  Arthur  C.  Brown,  principal  of  the  McKin- 
ley  Intermediate  School  of  Los  Angeles,  says :  "Dr.  Stowell 
was  ready  at  all  times  to  help  us  over  the  difficult  places. 
I  cannot  adequately  express  in  words  my  appreciation  for 
this  great  scholar  and  teacher,  who  had  a  big,  understand- 
ing heart  and  who  proved  himself  at  all  times  to  be  a  loyal, 
sympathetic  friend."  Note  the  significance  of  these  words 
from  Mr.  W.  W.  Tritt,  principal  of  the  Thirtieth  Street 
Junior  High  school  of  Los  Angeles :  "Dr  Stowell,  scholar. 


146  DEDICATION   EXERCISES 

teacher,  friend,  gentleman,  is  endeared  to  all  who  know 
him.  His  service  to  the  teaching  profession  for  more  than 
a  decade  in  this  community  is  without  equal." 

In  concluding  this  tribute  to  our  distinguished  colleague 
I  offer  the  following  statement  from  Dr.  Rockwell  D. 
Hunt,  dean  of  the  Graduate  School  of  Arts  and  Sciences 
and  director  of  the  College  of  Commerce  and  Business 
Administration,  as  being  altogether  fitting:  "During  the 
happy  years  of  our  active  association,  Thomas  B.  Stowell 
was  to  me  more  than  a  colleague, — he  was  counselor  and 
friend.  There  was  always  something  heartening  about 
his  generous  spirit  and  urbane  manner.  His  interests  were 
never  confined  within  departmental  barriers, — they  were 
as  broad  as  life.  An  intense  worker  in  the  field  of  exact 
scholarship,  he  yet  found  time  for  the  aesthetic  and  the 
spiritual :  whatever  he  did  was  done  with  a  zest  that  was 
fairly  contagious.  I  think  of  my  honored  colleague  as  a 
life-sized  man  of  wide  learning,  planetar}^  experience,  ripe 
judgment,  thorough-going  loyalty, — a  rare  ornament  to 
Christian  civilization  and  a  friend  of  man." 


A  PERSONAL  APPRECIATION  OF 
DOCTOR  STOWELL 

DEAN  EZRA  A.  HEALY. 
Maclay  College  of   Theology 

Thomas  Blanchard  Stowell  is  an  American  gentle- 
man of  the  finest  tvpe.  I  say  of  the  finest  type  for  the 
reason  that  the  American  type  has  not  yet  been  stereotyped. 

Our  records  exhibit  many  kinds  of  Americans.  We  have 
the  semi-aristocratic  Enghsh  type  of  which  the  illustrious 
example  is  seen  in  the  Father  of  his  Countr)-.  A  variety, 
now  nearly  extinct,  may  be  represented  by  the  frugal,  phil- 
osophic Benjamin  Franklin.  Let  James  Russell  Lowell 
stand  for  the  American  of  fine  aesthetic  sensibility  and 
literar}'  culture,  and  his  own  "Biglow  Papers"  forever  em- 
balm the  traditional  Yankee.  The  immortal  Lincoln, 
cloud-piercing  seer  and  saviour  of  his  countn',  shall  stand 
alone,  while  we  come  back  to  earth  in  contemplation  of 
the  sturdy  and  militant  type  of  reformer  and  statesman  of 
which  the  finest  exhibit  is  found  in  the  Knickerbocker 
American  world  citizen,  Theodore  Roosevelt. 

If  you  will  carefully  hold  the  difference  between  sim- 
ilarity and  identity  I  unhesitatingly  choose  the  George 
Washington  class  for  the  man  in  whose  honor  we  are  to- 
day assembled. 

Courtesy  unfailing,  dignity  never  sacrificed,  both  con- 
trolled by  a  true  democratic  brotherliness,  mark  the  type. 
"Three  generations,"  said  the  Autocrat,"  are  required  to 
make  a  gentleman."  I  have  been  busy  on  Doctor  Stowell's 
backward  track  and  I  find  about  three  centuries  conspir- 
ing to  produce  our  honored  guest. 


148  DEDICATION   EXERCISES 

A  peculiar  graciousness  in  speech  and  manner,  per- 
haps the  first  thing  to  impress  an  acquaintance,  is  found 
by  most  intimate  associates  to  have  its  root  in  a  kind- 
Hness,  inborn  and  inbred,  which  is  the  spirit  of  the  man. 

Think  for  a  moment  of  Doctor  Stowell's  record  of  at- 
tainment and  achievement,  so  graphically  given  us  just 
now  by  Doctor  Bogardus,  and  you  are  prepared  to  asso- 
ciate the  qualities  I  have  tried  to  describe  with  the  virili- 
ties of  the  staunchest  manhood.  Sophistry  and  pretense 
have  never  made  headway  in  Doctor  Stowell's  class-rooms. 
I  have  seen  the  tyro  in  philosophy,  or,  perhaps,  in  the 
science  of  education,  caught  in  exploiting  some  false  theory, 
so  smilingly  and  yet  so  sharply  corrected  that  I  have 
thought  of  the  scimitar  of  the  Saracen  so  polished  and  so 
keen  that  its  victim  did  not  know  he  had  been  struck  un- 
til, nodding  assent,  his  head  fell  off ! 

The  modesty  of  Doctor  Stowell,  which  though  he  is 
here  keeps  him  out  of  sight  while  we  talk  about  him,  will 
not,  I  trust,  be  too  seriously  invaded  if  we  dwell  yet  a  mo- 
ment on  some  phases  of  his  work. 

•  As  a  teacher  of  teachers  it  has  been  his  privilege  to 
multiply  a  thousand  fold  the  influence  of  one  good  man. 
Go  back  in  thought  to  Cortland  and  Potsdam. 

Toward  the  latter  city  I  turn  with  affectionate  interest, 
for  in  its  own  pioneer  days  it  was  the  birth-place  of  my 
father.  Governor  Nathan  Miller,  of  the  Empire  State, 
was  a  student  in  Cortland.  If  you  can  remember  the  old 
village  school  and  how  the  arithmetic  tormented  you,  from 
"long  division"  to  "permutations,"  you  are  prepared  to 
give  proper  credit  to  the  eminent  Professor  David  Eugene 
Smith,  another  of  these  favored  pupils. 

Over  our  country.  East  and  West,  during  the  last  ten 
years  in  the  High  Schools  of  California,  are  found  men  and 
women  who  cherish  as  an  inspiration  the  memory  of  their 
years  with  this  beloved  teacher. 


SPECIAL  EVENTS  OF  THE  WEEK  149 

No  lover  is  more  constant,  no  patriot  more  loyal  than 
he  in  whose  honor  we  dedicate  todav  the  "Hall  of  Educa- 
tion."  When  more  than  iifty-one  years  ago  Thomas  B. 
Stowell  and  the  gifted  and  beautiful  Mar}^  C.  Blakeslee 
pledged  their  faith,  each  to  the  other,  until  death  should 
part  them,  they  established  and  have  kept  holy  through 
all  the  years,  America's  most  sacred  treasure,  a  Christian 
home. 

When  I  add  that  Doctor  Stowell  is  a  Republican  of  the 
Lincolnian-Rooseveltian  type,  and  that  his  religion  is 
evangelical  Christianity  with  the  Methodiot  label,  we  may 
surely  say  that  in  Thomas  Blanchard  Stowell  we  see  the 
full  stature  of  a  man. 


PART  SECOND 
EDUCATIONAL  CONFERENCES 


PHILOSOPHY  CONFERENCE 


VALUES  AS  DOGMA  IN  PHILOSOPHY 

WILBUR  HARRY  LONG 

University   of  Southern   California. 

The  average  man  lives,  completes  the  law  of  his  being, 
and  never  very  seriously  criticises  what  he  does  or  why  he 
does  it.  Philosophy  and  speculation,  criticism  and  ration- 
ality, are  the  avocation  of  the  few,  the  vocation  of  the 
fewer.  Yet  speculation  and  life  go  hand  in  hand ;  and  it 
is  too  true  that,  although  thought  can  give  much  to  life, 
it  can  also  throw  sand  in  the  machinery  of  civilization 
and  do  much  damage  to  human  existence  itself.  Skep- 
ticism often  confronts  the  practical  man  of  the  world.  In 
such  times  the  living  man  may  do  one  of  two  things,  him- 
self unable  to  cope  with  the  arguments  of  professional 
naturalism ;  he  may  be  beguiled  into  playing  the  game  with 
the  rules  of  the  professional  rationalist,  or  he  may  close 
his  ears  to  the  siren  call  of  "reason,"  and  take  his  stand 
firmly  upon  the  instincts,  the  intuitions,  the  necessary  de- 
mands of  his  own  spirit:  in  other  words,  he  may  all  the 
more  deeply  ground  himself  in  practical  life.  If  he  take 
the  former  course,  he  will  probably  lose,  as  most  of  us  do 
when  we  play  the  game  of  a  novice  against  that  of  a  profes- 
sional, with  the  rules  which  he  lays  down.  If  our  common 
man  take  the  latter  course,  he  is  safe. 

Somehow,  fortunately  and  significantly,  life  goes  on  in 
spite  of  the  bungling  of  thought,  in  spite  of  the  tampering 
into  its  machinery  by  skeptic  fingers.    Life  is  healthy,  life 


154  DEDICATION   EXERCISES 

is  insistent,  and,  happily,  life  knows  better  than  man.  To 
this  truth  Bliss  Carman  testifies  when  he  exhorts : 

"Live  on,  love  on:  Let  reason  swerve; 
But  instinct  knows  her  own  great  love." 

Life  is  both  insistent  and  persistent;  somehow  it  takes 
its  own  way  down  the  ages.  Not  like  a  forsaken  child  is 
man  cast  upon  the  shore  of  being,  and  abandoned  by  alien 
hands  to  the  shifting  fate  of  his  own  blundering  struggle — • 
a  struggle  both  pathetically  impossible  and  blind.  Man 
has  not  been  left  to  his'own  hopeless  wanderings  toward  a 
destiny  he  may  not  hope  to  attain.  Beneath  life  are  be- 
neficent arms,  guiding  man  quietly  but  surely  toward  a 
goal  which  some  of  us  surmise,  but  which  none  may  kno\'^ 
positively.  It  is  not  without  deep  significance  that  we 
hope  on  regardless  of  what  men  say  or  "prove" ;  we  pray 
and  believe,  regardless  of  "scientific"  devil-laughter;  we 
catch  the  mystic  gleam  of  dawn,  we  hear  the  silent  music 
of  life,  we  fling  yearning  and  grasping  fingers  out  into  the 
invisible,  and  know  the  touch  of  infinite  peace  and  satis- 
faction and  quiet  and  love. 

After  all,  something  is  wrong  when  so  much  philosophy 
of  the  day,  as  of  all  days,  contradicts  the  deeper  experiences 
and  demands  of  the  spirit  and  of  human  life.  If  man,  in 
repudiating  rational  skepticism,  moves  steadily  toward 
the  goal  of  self-realization  at  which  cynics  scoflF  and  to 
which  they  fail  to  attain,  what  is  the  trouble,  and  where 
lies  the  solution.?  Is  man  justified  in  holding  to  life  re- 
gardless of  shifting  argument  and  theory.'*  The  great  poets 
and  prophets  down  the  ages  have  so  affirmed.  Is  philoso- 
phy prior  to  life,  and  is  its  potential  skepticism  toward  the 
imperative  demands  of  human  life,  rational.'^  If  not,  per- 
haps speculation  misunderstands  itself.  There  is  a  health 
in  life  that,  however  it  may  be  perverted  or  checked,  will 


EDUCATIONAL  CONFERENCES  155 

not  down.  The  great  values  of  life,  expressing,  as  one 
must  believe  they  do,  the  law  and  the  will  of  the  energy 
beneath  life,  may  be  crushed  down  by  the  perversity,  the 
stupidity,  the  narrowness  of  vision  of  man,  but  sooner 
or  later  each  reappears  again  in  human  life  and  human 
institutions.  The  truths  of  life  remain, — the  hope,  the 
wonder,  the  joy,  the  worship,  the  love,  the  loyalty  to  good- 
ness, the  beauty,  the  light.  And  beneath  changing  in- 
tellectual credos  is  that  eternal  liber  of  truth  which  is  the 
permanent  core  of  human  life  and  destiny.  Such  is  the 
meaning  of  John  Neihardt's  observation  that 

"Always  the  Fact  shall  perish 
And  only  the  Truth  survives." 

That  life  or  man,  however  we  may  define  or  understand 
them,  is  sovereign  over  its  own  parts  is  a  universal  convict- 
ion of  mankind  at  large,  save  for  the  occasional  dissenting 
voice  of  the  specialist,  the  professional  rationalist.  This 
common  note  is  sounded,  oddly  enough,  by  such  a  strange 
and  unsvnchronous  choir  of  voices  as  French  voluntarism, 
continental  irrationalism,  Russian  nihilism,  decadent  in- 
dividualism and  aestheticism,  pragmatism  (humanism  and 
instrumentalism),  and  personalism.  Among  one  of  these 
movements,  it  would  seem,  there  should  arise  a  philosoph- 
ical justification  and  investigation  of  the  significant  truth 
of  life.  As  a  matter  of  fact,  it  is  to  the  latter,  personalism, 
with  its  wider  vision  of  values — its  faith  in  rationality,  its 
individualism,  its  humanism,  its  love  of  life,  its  moral 
vision,  its  spiritual  insight  and  aspiration —  that  the  task 
falls  of  giving  rational  form  to  this  common  tenacious  be- 
lief. And  such  is  the  field  of  the  new  philosophy  of  values, 
which  must  arise  as  a  synthesis  of  philosophy  with  psy- 
chology and  sociology. 

Many  fundamental  problems  of  philosophy  must  await 


156  DEDICATION  EXERCISES 

for  their  solution  the  rise  of  a  full-fledged  philosophy  of 
values.  In  fact,  philosophy  can  never  understand  itself,  its 
ground,  its  authority,  and  its  relation  to  life  and  man, 
until  such  a  fundamental  contribution  has  been  given  it. 
Nor  can  it  hope  sooner  to  solve  the  problems  relating  to 
the  meaning  of  concrete  thought,  concrete  experience, 
value-judgment,  common  sense,  and  intuition.  And,  for 
example,  of  what  use  is  it  to  talk  glibly  of  proof,  truth, 
knowledge,  reality,  and  to  proceed  dogmatically  toward  the 
search  for  truth,  until  we  learn  why  man  thinks,  why  he 
philosophizes,  why  he  disagrees  with  his  neighbor,  why  men 
think  differently  in  different  ages,  and  what  authority 
philosophy  can  show  for  its  axioms  and  dogmas.  Such 
questions  can  only  be  answered  by  a  psychology  of  phil- 
osophy and  a  philosophy  of  axioms  or  dogma.  From 
these  we  learn  that  the  only  authority  in  philosophy 
is  an  indomitable  impulse  v/ithin  man  to  have  faith 
in  his  conviction  regarding  powers  of  knowing  an  ex- 
ternal world.  These  studies  show  that  the  funda- 
mental passion  and  dogmas  of  philosophy  arise  out 
of  the  good  old  earthy  stalk  and  root  of  human 
desire,  and  take  their  place  as  one  value  among  those  fun- 
damental values  of  life  which  reveal  themselves  in  per- 
sonality, society,  and  civilization.  Such  fundamental  or 
imperative  values  of  life  are  dogmas  of  human  existence 
which  will  never  be  silenced,  for  they  express  that  will  and 
law  of  the  energy  beneath  human  life  which  is  pushing 
man  up  to  self-realization  in  personality  and  civilization. 
The  philosophy  of  values,  if  its  findings  prove  true,  will 
blot  out  all  specialization  theories,  and  all  skepticisms 
that  contradict  total  life.  To  such  a  philosophy  the  pres- 
ent discussion  attempts  to  be  a  suggestion. 

The  time  is  past  when  dogmatic  rationalism  in  the  form 
of  materialism,  or  skepticism,  can  destroy  the  high  needs 
and  aspirations  of  man,  or  set  itself  against  life  with  a  pre- 


EDUCATIONAL  CONFERENCES  157 

sumptive  assertion  of  Final  Truth  with  a  flaunting  sneer 
in  the  face  of  humanity,  "If  the  world  like  it  not,  so  much 
the  worse  for  them."  Smart  dogmatism  in  philosophy 
still  captivates  the  unwar)',  yet  when  the  rubber  balloon  is 
pricked  by  criticism,  all  that  remains  is  a  piece  of  husk 
which  proves  to  be  an  accepted  axiom.  The  divine  right 
of  science  or  of  rationalism,  the  authority  of  "Reason," 
the  sneer  at  "emotion"  and  "religion" — such  lose  all  of 
their  convincing  "punch"  when  traced  to  their  sources. 
Salome  can  no  longer  dance  in  the  presence  of  King 
Thought  with  the  head  of  John  on  the  silver  platter. 

All  philosophies  which  repudiate  life  are  much  like  the 
famous  luckless  courtier  of  whom  Carlyle  tells,  who  en- 
veloped himself  in  enormous  habiliments  artifically  swol- 
len-out on  the  broader  parts  of  the  body  by  introduction 
of  bran,  "who  having  seated  himself  on  a  chair  with 
some  projecting  nail  on  it,  and  therefrom  rising,  to  pay 
his  devoir  on  the  entrance  of  Majesty,  instantaneously 
emitted  several  pecks  of  dry  wheat-dust:  and  stood  there 
diminished  to  a  spindle,  his  galoons  and  slashes  dangling 
sorrowful  and  flabby  round  him."  Divine-right  rational- 
ism, dogmatic  realism,  and  other  sundry  philosophic  im- 
positions and  quackeries  which  pose  as  transcendent  ver- 
ities not  to  be  handled,  prove  to  diminish  into  a  spindling 
assumption,  once  their  exterior  gets  caught  on  the  nail  of 
criticism.  Such  arbitrary  dogmatists  "have  dreamt  for  ages 
of  a  priori  philosophies  without  presumptions  or  assump- 
tions," writes  Schiller;^  "whereby  being  might  be  conjured 
out  of  Nothing  and  the  sage  might  penetrate  the  secret  of 
creative  power.  But  no  obscurity  of  verbiage  has  in  the 
end  succeeded  in  concealing  the  utter  failure  of  such  pre- 
posterous attempts.  The  a  priori  philosophies  have  all 
been  found  out."  Ward  hits  the  nail  on  the  head  when  he 
remarks:"  "This  notion  of  being  absolutely  thorough-go- 

^Uumamsm,  XVIII.       '^Reahn  of  Ends,  225,  26. 


158  DEDICATION  EXERCISES 

ing,  of  building  up  a  metaphysic  without  presuppositions, 
one  that  shall  start  from  nothing  and  explain  all,  is,  I  re- 
peat, futile.  Such  a  metaphysic  has  its  own  assumption, 
and  that  an  absurd  one,  namely,  that  nothing  is  the  logical 
prius  of  something."  Such  remarks  apply  equally  well  to 
metaphysics  and  logic.  Philosophy  which  drops  from  an- 
other planet,  and  is  therefore  from  some  supra-human 
sphere  and  not  to  be  traced  to  its  source  in  the  good  root 
of  persistent  human  desire  and  need,  is  the  silly  supposi- 
tion of  pure  stupidity. 

When  one  inquires  into  the  authority  of  metaphysical 
speculation,  or  into  the  authority  of  reason,  pure  or  other- 
wise, or  into  the  authority  of  scientific  "realism,"  he  re- 
ceives the  same  repl}'  that  it  is  an  "instinct"  of  man.  "Met- 
aphysics," remarks  the  oft-quoted  Bradley,'"^  is  the  finding 
of  bad  reasons  for  what  we  believe  upon  instinct,  but  to 
find  these  reasons  is  no  less  an  instinct."  He  elsewhere 
writes  of  man's  "instinctive  longing  to  reflect,"  and  can 
justify  thought  only  because  it  is  a  "want  of  your  nature, 
a  refuge  for  the  man  who  burns  to  think  consistently." 
(Ibid.  p.  5)  Even  talk  about  a  knowable  cosmos  and  about 
an  external  world  at  all,  is  an  assumption.  "We  simply 
must  assume  that  the  world  is  an  intelligible  world,  if 
we  are  to  live  in  it,"  writes  Schiller.^  As  a  matter  of  fact, 
we  do  assume  it,  all  except  a  few  who  bury  their  dissent 
in  the  seclusion  of  the  madhouse.  Is  the  assumption  con- 
firmed.^ Yes,  in  the  only  way  in  which  such  funda- 
mental assumptions  ever  are  confirmed:  the  further  we 
trust  it  the  more  we  know,  the  more  confident  in  it  we 
grow.  The  assumption  of  a  moral  cosmos  is  made  and 
confirmed  in  the  same  way." 

In  turning  to  the  demand  for  thought,  the  presumptive 
demand  for  a  thought  valid  for  reality,  for  a  thought 
which  shall  be  totally  rational  and  consistent,  for  a  thought 

"^Appearance   and   Reality,   Xl\'.  ^Ilumamsm,   262. 


EDUCATIONAL  CONFERENCES  159 

amenable  to  formal  logic,  one  may  well  ask  what  authority 
logic  can  show  for  its  pretensions.  One  may  be  shocked 
to  find  that  all  the  dogmas  or  axioms  of  logic  are  postulates. 
Schiller  is  right^  when  he  affirms,  as  a  representative  of  that 
school  which  is  pointing  out  the  animistic  nature  of  all 
thought,  that  logical  causality,  identity,  and  teleology,  for 
example,  arise  from  the  experience  of  these  qualities  in 
self.  The  only  proof  of  logical  postulates,  as  Aristotle 
first  declared,*^  is  that  of  subjective  conviction.  The  ulti- 
mate logical  postulate,  asserts  Boyce  Gibson,'  "is  the  post- 
ulate of  the  radical  intelligibility  of  experience.  We  have 
only  to  add  that  this  postulate  is  not  optional.  We  cannot 
think  at  all  without  making  it.  "But  no  one  is  compelled 
to  think,  save  for  the  internal  compulsion  of  his  own  will. 
Logic  is  a  great  faith,  "an  evidence  of  faith  that  truth  is 
consistent  and  whole."  Yet  nobody  has  ever  shown  that 
reality  can  be  consistent  and  whole.  Discrepancies  and 
antinomies  and  contradictions  lie  scattered  about  in  every 
direction  in  the  field  of  philosophy,  and  the  philosophy  of 
two-and-a-half  millenniums  has  not  removed  them.  That 
the  possibility  of  ultimate  truth  is  not  self-evident  nor  be- 
yond dispute  is  well  known  by  those  who  are  familiar  with 
the  histor}'  of  philosophy.  It  is  a  sufficient  demonstratior 
of  this  fact  to  point  to  the  Socratic  and  Kantian  skept- 
icism, Comtean  positivism,  modern  irrationalism,  nihilisn:., 
and  aestheticism,  and  the  whole  pragmatic  movement. 

Logic  is  a  great  system  of  dogmas.  The  whole  system  is 
based  upon  the  siimmum  genus,  infima  species,  proper 
name,  and  the  concrete  individual,  yet  in  each  of  these 
cases  we  land  in  the  undefinable.  Actual,  concrete  real- 
ity, it  appears,  then,  cannot  be  defined ;  and  logic,  the  pre- 
tensive  absolute  science  of  human  thought,  rests,  like  the 

°See  his  monographs  "Axioms  as  Postulates"  in  Personal  Idealism. 
^Ueberweg,  History  of  Philosophy,   1,   155. 
"^Problem   of   Logic,   78. 


160  DEDICATION   EXERCISES 

ancient  world,  on  an  elephant  and  a  tortoise.  Such  con- 
cepts as  "I,"  "Now,"  "Here,"  etc.,  admits  Boyce  Gibson,' 
"belong,  as  perhaps  all  concepts  ultimately  do,  whether 
directly  or  indirectly,  to  the  tree  of  self-knowledge  which  is 
rooted  in  immediate  experience.  For  this  reason  it  is  im- 
possible without  a  logical  circle  to  define  adequately  in 
language  what  it  is  we  refer  to  when  we  say  'now'  or  T. 
This  is  impossible  because  we  can  only  express  in  language 
the  relatively  complex  cognition  of  which  immediate  ap- 
prehension is  an  element.  What  is  immediately  appre- 
hended cannot  be  so  detached  as  to  become  by  itself  a 
distinct  object  of  knowledge.  It  is  not  nameable  except 
as  being  an  element  of  a  relatively  complex  object.  Thus, 
if  I  am  right,  when  the  application  of  words  to  particular 
existents  is  directly  determined  by  immediate  experience, 
it  ought  to  be  impossible  to  explain  what  is  meant  without 
a  vicious  circle.  The  only  escape  that  I  can  discover  lies 
in  frankly  admitting  that  there  is  a  direct  apprehension 
of  particular  existence  as  it  is  actually  existing." 

Even  the  recognition  of  self  and  the  assumption  of  self- 
direction  is  an  adventure  of  will.  Self-consciousness  is 
a  value — something  not  to  be  proved,  but  to  be  grasped  by 
experiencing  it.  "The  immediacy  of  self-consciousness" 
writes  Miss  Calkins,^  "is  the  starting-point  of  all  philoso- 
hpy,  the  guarantee  of  all  truth.  The  meaning  of  'immedi- 
ate,' which  is  unreasoned,  and  consequently  not  demanding 
proof."  Nor  are  we  able  to  demonstrate  theoretically  the 
existence  of  other  personalities.  In  connection  with  a 
desperate  but  futile  search  to  find  theoretical  proof  for  the 
existence  of  other  personal  beings,  Bertrand  Russell  com- 
ments: "It  must  be  conceded  that  the  argument  in  favor 
of  the  existence  of  other  people's  minds  cannot  be  con- 
clusive."^*^   Yet  the  existence  of  persons  is  one  of  the  three 

^Tke  Problem   of  Logic,  g7.  ^Persistent  Problems  of  Philosophy,  409. 

lor/j^  Problems  of  Philosophy,  93fl. 


EDUCATIONAL  CONFERENCES  161 

or  four  supreme  dogmas  and  axioms  of  life,  and  one  of 
the  most  (intuitively)  certain.  If  such  a  man  as  Gorgias 
states  that  there  is  nothing,  we  can  disagree  with  his  ni- 
hilism, but  all  that  can  be  done  with  the  gentleman  is  to 
lock  him  up  for  safe  keeping. 

In  life,  chronic  pessimism  is  generally  the  folly  of  sick 
cynics  and  dyspeptic  sensualists.  Yet,  as  Lotze  declares, 
pessimism  cannot  be  theoretically  refuted. ^^  Likewise 
Schiller  writes :  ^"  "Pessimism  should  be  taken  in  a  far  wider 
and  more  fundamental  sense  than  is  commonly  assigned 
to  it,  and — when  this  is  done — it  forms  an  attitude  towards 
the  ultimate  questions  of  philosophy  which  is  not  suscept- 
ible of  being  resolved  into  any  other  and  cannot  be  re- 
futed, but  only  accepted  or  rejected.  It  forms  one  of  those 
ultimate  alternatives  the  choice  between  which  rests  es- 
sentially upon  an  act  of  will." 

Science  itself  is  based  upon  the  postulate  or  dogma  of 
a  reality  external  to  us  which  is  amenable  to  classification, 
meaning,  ordered  thought,  and  to  permanent  law.  It  is 
for  this  reason  that  science  jumps  from  a  given  number 
of  cases  to  a  generalization,  and  forms  a  rational  schema 
which  shall  be  universally  valid  in  nature.  But  in  order 
to  do  this  it  is  forced  to  abandon  a  theory  of  probability  for 
a  faith  in  natural  necessity.  The  first  truths  in  science  are 
undemonstrable  definitions.^^  In  mathematics  all  is  ax- 
iom. In  the  first  law  of  exponents  we  go  back  to  empiri- 
cal counting.  And,  for  example,  there  is  no  proof  for  the 
community  of  laws,  which  is  assumed  in  algebra.  Nor 
can  we  even  affirm  that  simple  mathematics  is  a  neces- 
sary category  of  all  reality,  for  it  is  perfectly  easy  to  con- 

^-^M'lcrocosmus,   II,   716ff. 

^^Humanism,  157. 

l^Schiller's  comparison  of  science  and  religion  is  worthy  of  note.  Humanism,  XV: 
"The  identity  of  method  in  Science  and  Religion  is  far  more  fundamental  than 
their  difference.  Both  rest  on  experience  and  aim  at  its  interpretation:  both  pro- 
ceed by  postulation;  and  both  require  their  anticipations  to  be  verified.  Ihe  dif- 
ference lies  only  in  the  mode  and  extent  of  their  verification." 


162  DEDICATION  EXERCISES 

ceive  of  an  order  in  which  some  synthetic  law  would  al- 
ways make  2  plus  2  to  become  5  or  7,  just  as  in  our  own 
sphere  hydrogen  and  oxygen  lose  their  properties  and  be- 
come another  phenomenon  distinct  from  either  and  both. 

Everywhere,  then,  we  find  life  and  all  of  its  activities 
based  upon  dogma  and  axiom,  that  is,  upon  values  which 
are  not  amenable  to  intellectual  proof,  but  arise  out  of 
the  demands  of  life  itself  and  are  dogmatically  accepted 
by  life.  Dogma  in  thought,  dogma  in  science,  dogma  in 
religion,  dogma  in  ethics,  dogma  in  human  existence — dog- 
mas are  everywhere;  some  justified  by  intuition  and  uni- 
versality, others  merely  the  product  of  personal  whim  and 
lack  of  balance.  "To  assert  anything  dogmatically  is  to 
pretend  that  criticism  of  the  assertion  has  no  standing 
ground,  and  is  therefore  to  attempt  to  hide  any  possible 
weakness  there  may  be  in  it,"  states  Sidgwick;^^  yet  the 
criticism  itself  is  a  dogmatic  demand.  Thus,  Bradley's 
sonorous  manifesto  that  "There  is  nothing  [in  experience] 
which  is  sacred.  Metaphysics  can  respect  no  element  of 
experience  except  on  compulsion.  It  can  reverence  noth- 
ing but  what  by  criticism  and  denial  the  more  unmistak- 
ably asserts  itself,"^^  should  be  revised  in  the  light  of  a  phil- 
osophy of  dogma.  High-handed  sentences  such  as  the 
above  usually  hide  with  a  superior  and  innocent  air  of  fact 
the  truth  that  they  themselves  are  also  children  of  dogmas. 
Bradley's  contention  about  metaphysics  includes  a  whole 
host  of  dogmas,  the  most  startling  of  which  is  his  statement 
of  the  supremacy  of  "rigor  and  vigor  method"  in  specula- 
tion. 

Take  any  presumptuous  and  high-handed  proclama- 
tion, and  you  will  find  it  full  of  hidden  dogmas.  For  ex- 
ample, note  the  two  following  quotations  from  Bertrand 
Russell  and  De  Witt  Parker: 

i* Application  of  Logic,  202. 
"^^ Appearance  and  Reality,  207. 


EDUCATIONAL  CONFERENCES  163 

"A  truly  scientific  philosophy  will  be  more  humble,  more  piece- 
meal, more  arduous,  offering  less  glitter  of  outward  mirage  to 
flatter  fallacious  hopes,  but  more  indifference  to  fate,  and  more 
capable  of  accepting  the  world  without  tyrannous  imposition  of 
our  human  and  temporary  demands."  [As  though  every  demand 
of  philosophy  mentioned  here  were  not  a  'human  and  temporary' 
demand  !!]i*^ 

"Ideally  the  speculative  philosopher  has  no  concern  with  the 
specifically  human  interests.  His  is  an  effort  at  complete  dis- 
passionateness, [except  several  peculiar  passions  of  his  own,  in- 
cluding the  passion  to  know  reality,  the  belief  that  he  can  know 
it,  the  assumption  that  it  can  be  found  by  dissociating  himself 
from  life  and  from  human  experience,  and  the  assumption  that 
his  method  is  the  method  that  is  able  to  secure  the  knowledge  of 
reality!!]  To  survey  all  time  and  all  existence  without  foreboding 
and  without  hope,  is  his  aim.  The  time  is  past  for  men  to  ask  of 
either  philosophy  or  religion  a  guarantee  of  the  satisfaction  of  any 
of  their  mundane  personal   interests. "^^ 

Such  sentences  fairly  bristle  with  dogma,  the  first  being 
a  personal  and  human  demand  for  abstract  theory,  and 
the  second  for  that  demand  to  be  fulfilled  without  the  as- 
sistance of  any  subjective  or  personal  reactions  and  val- 
ues. The  whole  world  of  values  is  thus  thrown  out  bodily, 
save  the  one  value  of  speculation,  and  this  in  a  very  limit- 
ed and  sectarian  form.  Take  it  where  you  will,  all  pre- 
sumptuous and  high-handed  philosophies  ultimately  are 
mere  expressions  of  dogma,  axiom,  and  assumption.  James 
made  no  mental  slip  when  he  remarked  that  "The  solving 
word,  for  the  learned  and  the  unlearned  man  alike,  lies 
in  the  last  resort  in  the  dumb  willingness  and  unwilling- 
ness of  their  interior  characters,  and  nowhere  else."  It 
would  appear,  then,  that  all  science,  all  speculation,  all 
theory,  goes  back  for  its  justification  in  an  indomitable 
burning  or  will  to  think,  a  will  to  believe  in  an  external 

'^^Mysticism  and  Logic,  32. 
^TThe  Self  and  Nature,  299. 
'^^Essays  in  Popular  Philosophy,  215. 


164  DEDICATION  EXERCISES 

universe,  a  will  to  believe  in  natural  necessity,  a  will  to 
accept  the  validity  of  thought  and  experience  for  reality. 
In  the  final  issue,  these  branches  of  human  activity  land 
in  immediate  desire  and  immediate  experience  and  judg- 
ment. Now  this  throws  us  back  again  upon  a  theory  of 
intuition  which  the  philosophy  of  values  has  not  yet  given 
us,  but  it  demonstrates  how  identical  are  the  values  and 
axioms  of  science  and  speculation  with  those  of  the  rest 
of  life. 

The  significant  point  of  the  survey  of  axiom  and  value 
is  to  note  how  insistently  we  are  thrown  back  upon  a  con- 
viction of  the  unity  of  life,  and  the  supremacy  of  the  or- 
ganic whole  of  human  desire  and  experience.  Hence,  phil- 
osophy as  a  summary  of  man  and  his  world  in  terms  of 
truth,  is  never  safe  apart  from  the  total  experience  and 
total  reaction  of  man  to  his  world.  And  psychologically, 
the  failure  of  compartment  philosophy  to  give  man  a 
whole  and  sane  view  of  reality  is  due  first  of  all  to  vicious 
compartment  existence  and  the  specialized  world  of  every- 
day living  and  investigation.  And  such  vicious  and  in- 
adequate philosophy  can  never  become  superseded  by  one 
which  makes  provision  for  all  of  the  fundamental  values 
of  life  until  our  investigators  and  philosophers  become 
deep  and  comprehensive  in  their  personal  life,  in  their 
appreciation  of  vital  human  values,  and  in  their  keener 
personal  reactions  and  judgments. 

It  is  therefore  dangerous  to  philosophy  to  forget 
that  thought  and  all  of  dogma,  of  speculation  and 
of  rationality,  in  common  with  all  other  phases  of  human 
activity,  spring  out  of  the  unseen  causes  which  have  made 
both  man  and  the  universe,  and  that  in  every  department 
of  human  life  in  human  society,  in  the  human  soul,  are 
values  and  axioms  just  as  fundamental  and  just  as  valid 
as  those  of  science  and  speculation.  In  each  case  the 
validity  of  the  value  and  its  dogma  in  human  activity  is 


EDUCATIONAL  CONFERENCES  165 

justified  by  its  relation  to  human  and  social  self-realiza- 
tion (under  point  of  departure  of  the  Good),  and  the 
final  proof  of  any  such  values  or  axioms  is  a  faith  in  life 
and  willingness  to  be  guided  by  its  demands  and  its  higher 
impulses.  Rationality  and  the  external  world  of  things 
and  persons  are  values  which  express  the  will  of  the  en- 
ergy beneath  life  and  in  life,  and  man  will  therefore  per- 
sist, as  he  will  persist  in  its  other  laws,  in  expressing  it. 
Can  this  will  be  trusted.^  Yes,  if  we  have  health,  and 
faith  in  the  goodness  of  the  energy  beneath  life. 

It  would  seem,  then,  that  philosophy  is  the  institutional 
form  of  one  imperative  value  of  human  life,  and  that  the 
only  true  philosophy  is  that  which  is  based  in  the  total 
will  of  the  energy  beneath  life,  that  is,  in  the  total  group 
of  imperative  values.  What  are  the  imperative  values  of 
human  life.^  What  are  the  values  which  persist  through- 
out history.?  We  can  find  the  answer  partially  by  intro- 
spection upon  those  values  within  ourselves  which  will 
not  down ;  and  we  can  find  the  answer  partially  by  refer- 
ence to  psychology  and  sociology.  Unfortunately,  limi- 
tation of  space  allows  for  a  mere  suggestion  of  the 
thought,  with  no  chance  to  defend  the  position  taken.  But 
would  not  any  list  of  fundamental  values  or  dogmas  or 
axioms  of  life  include  the  following.? 

1.  Personality.  Anti-nihilism.  Postulate  of  the  self  as  a 
living  agent,  or  center  of  experience. 

2.  Society.  Anti-solipsism.  Postulate  of  other  like- 
minded  selves  with  whom  we  can  communicate. 

3.  Thought.  Anti-skepticism.  Thought  valid  for  an 
objective  world,  and  an  objective  world  real  and  valid  for 
thought. 

4.  Science.  Order  in  the  universe;  systematic  and 
universal  connections  among  phenomena. 


166  DEDICATION  EXERCISES 

5.  Life  evaluation.  Optimism.  Life  is  worth  liv- 
ing ;  there  is  attainable  worth  in  life  and  reality. 

6.  Morality.  Reality  of  higher  law  in  man,  and  of 
presence  of  evil  to  be  overcome;  reality  of  moral  and 
righteous  order  through  which  or  whom  virtue  will  be 
rewarded,  and  evil  punished. 

7.  Art.  Reality  and  validity  of  intensity,  beauty,  and 
dramatic  values  in  life  and  in  nature. 

8.  Religion.  Existence  of  an  object  of  worship  of 
such  character  that  man  finds  in  loving  submission  to 
God's  will  ultimate  peace  and  rest,  removal  of  the  sense  of 
sin,  satisfaction  for  infinite  and  pure  companionship,  and 
the  finding  of  one's  true  place  in  the  plan  and  purpose 
and  law  of  the  universe. 

9.  Immortality.  Hope  which  surmounts  transitory 
tragedy.  Eternity  of  existence,  without  which  life  is  value- 
less, and  the  satisfaction  of  the  other  passions  of  values 
of  man  futile. 

10.  Freedom.  Reality  of  the  power  of  self-direction, 
decision,  and  self-determination  in  man,  and  contingency 
in  nature. 

These  are  the  values  which  have  persisted  and  will  per- 
sist in  life  as  long  as  man  is  true  to  his  spiritual  nature. 
What  is  their  significance  for  philosophy  .f* 

When  one  digs  to  the  depths  of  human  existence,  he 
finds  activity  and  assertion  in  definite  directions.  These 
lead  toward  human  self-realization  (personality),  and  so- 
cial self-realization  (civilization).  And  here  one  stands 
on  the  rim  of  the  impenetrable,  and,  with  open  eyes,  real- 
izes that  all  of  life  rests  upon  faith  in  the  goodness  and  in- 
tegrity of  these  forces  which  are  pushing  man  toward  his 
objective.  Such  a  faith  underlies  philosophy  and  the  de- 
mand for  speculation,  and  one  must  either  accept  it,  or 


EDUCATIONAL  CONFERENCES  167 

deny  with  the  sickly  and  empty  voice  of  skepticism.  With 
this  reaUzation  in  view  Truth  must  be  defined  anew.  It 
appears,  then,  that  imperative  value  is  Truth,  or  that  in- 
dividual and  social  self-realization  is  Truth,  or  that 
fulness  of  life  is  truth.  Such  is  the  intellectual  credo  of 
a  study  of  the  grounds  of  theoretical  activity  and  its  re- 
lation to  the  rest  of  man's  activity.  It  is  at  this  point 
that  pragmatism  and  its  sister-irrationalisms  break  down. 
For  the  demand  for  rationality  and  thtorf,  one  must  re- 
member, is  one  of  the  imperative  values,  and  to  deny  the 
dignity  of  the  mind  and  the  knowability  of  the  external 
world  is  to  repudiate  the  conclusion  of  the  study  of  ax- 
ioms and  values.  It  is  only  when  the  whole  of  life  or  one 
of  its  imperative  values  is  denied  that  rationality  is  to  be 
questioned.  And  such  questioning  will  not  lead  to  in- 
tellectual skepticism,  but  to  a  rejection  of  the  specific 
theory  involved  as  false  or  inadequate. 

Value  is  Truth  and  imperative  values  are  the  truest 
Truth —  such  is  the  deepest  epistemology  to  which  man 
has  recourse  by  any  law  of  reason.  There  is  nothing 
deeper  than  hope,  faith,  worship,  joy,  character,  righteous- 
ness, emotional  insight,  love,  wonder,  inspiration.  The 
spiritually-minded,  common-sense  man  is  perfectly  right 
in  turning  in  disgust  from  the  skepticism  of  rational  so- 
phistry. His  is  the  innate  philosophy  of  life,  an  intui- 
tive philosophy  of  values. 

Life,  then,  is  a  faith,  a  health.  Fulness  of  life,  self-real- 
ization, is  the  supreme  health  and  faith.  This  health  is 
the  final  truth  we  know,  and  no  theoretical  objection  a- 
gainst  the  health  of  life  is  rationally  justifiable.  The 
choice  in  philosophy  is  between  faith,  assertion,  life;  and 
death,  vacuity,  nothingness.  The  choice  must  be  person- 
al, and  in  this  choice  philosophy  flattens  back  into  our 
whole  evaluation  of  and  reaction  toward  life. 


168  DEDICATION  EXERCISES 

Four  questions,  no  doubt,  have  arisen,  and  in  the  limit- 
ed space  allotted,  they  can  only  be  mentioned  and  their 
solution  suggested.  First,  it  may  be  objected  that  some 
fundamental  values  may  be  accepted,  and  others  reject- 
ed ;  that,  for  example,  the  dogmas  and  values  of  truth  and 
logic  and  science  may  be  accepted,  but  not  the  values  of 
hope,  immortality,  and  righteousness.  Here  one  must 
admit  that  we  may  read  life  and  history  differently.  If 
we  have  eyes  to  see  and  see  not,  or  see  astigmatically,  there, 
is  no  cure  but  the  cure  of  the  spirit,  of  the  heart,  of  the 
evaluating  mechanism,  and  this  is  the  function  of  art 
and  religion.  One  may,  however,  turn  the  question  by 
asking  what  right  we  have  to  accept  a  part  of  life  and 
repudiate  the  rest.  Secondly,  it  may  be  objected  that  evil 
is  universal  enough  to  appear  as  a  fundamental  value  or 
law  of  reality.  The  reply  is  merely  to  point  out  that  evil 
is  a  problem,  and  therefore  not  in  the  will  of  self-realiza- 
tion. It  is  that  which  destroys  the  will  and  expression  of 
life.  It  is  therefore  not  a  part  of  the  law  beneath  life,  but 
the  denial  of  the  law.  Goodness  is  the  fundamental 
point  of  departure  in  life  and  in  philosophy :  in  life,  from 
the  moral  affirmation  of  self ;  in  philosophy,  because  with- 
out goodness  and  integrity  in  both  ourselves  and  in  the 
world-ground,  we  are  lost,  and  our  faith  is  vain.  Thirdly, 
it  is  objected  that  our  philosophy  opens  the  way  for  the 
dogmatic  validity  of  personal  whims  and  wishes.  But  I 
have  not  argued  for  whims,  but  for  the  acceptance  of  the 
broad  desires  and  affirmations  of  life.  And  who  shall  say 
that  the  demand  of  the  human  heart  for  God  and  immor- 
tality is  any  the  less  a  true  affirmation  than  a  similar  de- 
mand for  truth  and  an  external  world.'*  Last,  it  is  object- 
ed that  there  are  values  and  insights  which  are  not  uni- 
versal, but  which  belong  to  the  spiritual  and  aesthetic  aris- 
tocracy of  the  earth.  Are  these  values  to  be  excluded 
from  reality  because  they  are  not  universal.''     Value  is 


EDUCATIONAL  CONFERENCES  169 

truth,  and  those  value-experiences,  those  hours  of  insight, 
of  beauty,  of  depth,  of  mystery,  of  expansiveness,  of  faith, 
bearing,  as  they  do,  the  affirmation  of  our  noblest  selves, 
these  are  the  high  water-marks  of  life,  and  the  guiding 
stars  which  lead  the  world  to  its  intellectual,  spiritual, 
and  utilitarian  goal.  To  trust  our  best  moments  is  per- 
fectly rational.  Why  should  we  not  do  so.?  Failure  to 
do  so  is  to  join  the  "spirit  that  denies."  Eternity,  one  be- 
lieves, will  affirm  the  conception  of  an  hour.  And,  in 
some  form,  one  must  hold  to  the  truth  of  Sir  Oliver 
Lodge's  assertion  that  "I  will  not  believe  that  it  is  given 
to  man  to  have  thoughts,  higher  and  nobler  than  the  real 
truth  of  things." 

The  first  justification  of  life  is  the  health  of  life  itself; 
the  final  justification  of  any  of  the  values  of  life,  includ- 
ing the  value  of  speculation  and  science,  is  life  likewise; 
and  the  final  authority  and  criterion  of  truth  is  life  also. 
There  is  no  logical  way  out  of  such  a  conclusion,  although 
the  rationalist  may  chafe  under  it.  And  to  the  question 
"What  is  life.?"  one  can  only  turn  to  himself  and  to  man- 
kind in  the  human  drama,  can  only  turn  to  the  higher 
convictions  and  imperatives  which  come  forth  as  songs 
from  the  soul  of  him  who  seeks  and  obeys  the  higher  law 
of  righteousness.  There  is  an  upward  striving  in  reality. 
In  the  clod  there  is  something  which  struggles  upward  in- 
to life;  something  there  is  in  life  which  struggles  upward 
into  man ;  and  there  is  something  in  man  which  struggles 
upward — to  God.  This  tendency  we  may  follow  if  we 
will,  and  to  one  who  does  so  comes  the  conviction  born 
of  insight  that  such  also  must  be  the  way  of  philosophy 
if  it  would  know  truth.  And  here  it  is  that  philosophy, 
after  all,  flattens  back  into  the  personal  vision,  for  which 
there  is  no  substitute.  If  man  hath  no  eyes  with  which 
to  see,  that  is  his  misfortune  or  his  punishment;  and  as 


170  DEDICATION  EXERCISES 

Ibsen  has  said,  "The  Devil  has  no  stauncher  ally  than 
want  of  perception." 

By  all  rational  standards,  then,  one  is  compelled  to  af- 
firm that  the  imperative  values  of  life  are  dogmas  or  ax- 
ioms to  be  accepted  by  philosophy  in  its  search  for  theo- 
retical formulation  of  truth.  The  deepest  truth  available 
to  us  is  the  truth  of  life  and  the  values  of  life,  and  among 
these  values  the  dignity  of  human  thought  is  one.  But 
life  itself,  with  its  noble  hungers  and  thirsts,  its  unity,  its 
fulness,  its  spiritual  affirmation,  is  the  final  authority  and 
the  final  dogma  which  thought  reaches.  Here  we  reach 
the  truth  that  life  is  affirmation,  affirmation  is  faith  in  the 
inner  compulsions  of  our  being,  and  faith  is  health.  There 
is  no  other  way  known  into  the  sheepfold  of  truth. 


THE  PHILOSOPHY  OF  AMERICAN  LIFE 

BERNARD  C.  EWER. 

Pomona  College 

A  Great  philosophy  is  a  point  of  view  rather  than  a 
system  of  concepts.  More  than  one  great  historic  philos- 
phy,  in  fact,  has  received  its  systematic  formulation  long 
after  the  death  of  its  originator.  Many  an  imposing  sys- 
tem, too,  wrought  out  in  ponderous  volumes  of  topics  and 
subtopics,  has  proved  lifeless.  Philosophic  vitality  lies 
in  the  central  idea,  the  living  soul  of  thought. 

We  have  had  in  American  philosophy  one  vital  spark 
of  originality,  and,  so  far  as  I  am  aware,  only  one.  This 
is  not  to  say  that  our  country  has  lacked  philosophic  learn- 
ing, or  has  failed  to  make  notable  contributions  to  syste- 
matic reflection.  The  work  of  Ladd,  Bowne,  Royce,  and 
their  disciples  will  always  command  respect  and  afford 
philosophic  sustenance  for  the  thoughtful.  Some  of  this 
work  seems  to  me  distinctly  the  best  literary  expression 
which  has  been  given  to  certain  historical  points  of  view. 
But  it  does  not  possess  the  peculiar  characteristic  of  ex- 
pressing the  essential  spirit  of  a  time  or  people,  of  depict- 
ing in  conceptual  terms  the  mental  life  of  a  nation.  It  is 
this  characteristic  which  distinguishes  the  philosophic  ut- 
terances of  William  James  and  John  Dewey.  Their  phi- 
losophy, commonly  called  pragmatism,  is  a  revelation  of 
certain  moods  of  the  human  spirit,  and,  I  believe,  uniquely 
expressive  of  the  soul  of  America. 

In  the  few  minutes  during  which  I  may  claim  your  at- 
tention I  should  like  to  indicate  briefly  the  systematic  out- 
lines of  this  philosophy,  i.e.,  its  principal  concepts  in  the 
fields  of  metaphysics,  epistemology,  ethics,  and  the  philos- 


172  DEDICATION  EXERCISES 

ophy  of  religion.  This  is  not  a  discipular  advocacy  of 
pragmatism,  or  a  critical  attempt  to  evaluate  its  merits. 
I  wish  simply  to  exhibit  the  logical  skeleton  of  a  philoso- 
phy the  living  power  of  which  seems  to  me  very  great,  and 
which  possibly  is  destined  to  play  an  increasingly  large 
part  in  the  affairs  of  mankind. 

First,  then,  with  regard  to  its  metaphysical  basis,  let  us 
note  its  fundamental  assertion  that  reality  is  active  ex- 
perience. This  doctrine  is  sharply  distinct  from  other 
types  of  metaphysical  theory,  (a)  It  is  not  to  be  confused 
with  the  metaphysical  dualism  which  finds  reality  to  be 
ultimately  of  two  kinds,  matter,  or  physical  energy,  and 
mind.  It  is  true  that  some  of  James'  utterances,  especially 
in  his  earlier  writings,  have  a  dualistic  sound.  But  this,  I 
think,  is  merely  the  inevitable  use  of  language  which  was 
not  constructed  for  philosophic  purposes.  James'  real 
thought  in  the  matter  seems  to  me  to  be  found  rather  in 
his  later  essays,  particularly  "Does  Consciousness  Exist?" 
and  "A  World  of  Pure  Experience."  Dewey's  position  is 
harder  to  discern,  but  such  notes  as  I  have  made  on  the 
point  seem  to  me  to  indicate  the  same  metaphysical  as- 
sumption, (b)  This  assumption  is  opposed  to  the  ideal- 
isms which  declare  that  reality  is  a  transcendent  or  abso- 
lute experience,  or  system  of  ideas,  or  act  of  will.  It  has 
a  certain  puzzling  kinship  with  voluntaristic  idealism,  but 
it  emphasizes  the  reality  of  the  finite  being  and  repudiates 
the  Infinite  or  Absolute  Self  and  all  its  works.  In  this 
sense  it  is  pluralistic.  You  will  perhaps  recall  James'  de- 
structive analysis  of  the  concept  of  relation,  a  concept 
which  is  the  corner  stone  of  absolutist  philosophical  struct- 
ure. Dewey's  thought  here  again  is  less  explicit,  but  it  is 
clearly  enough  implied  in  his  teaching  of  the  possibility  of 
real  accomplishment  in  this  world  of  particulars,  (c)  It 
is  also  to  be  distinguished  from  such  an  empiricist  meta- 
physics as  that  of  John  Stuart  Mill.      Reality,    for   our 


EDUCATIONAL  CONFERENCES  173 

American  pragmatists,  is  active  experience.  Never  in  the 
previous  history'  of  thought,  so  far  as  I  am  aware,  has 
empiricism  been  stated  in  precisely  this  form.  Experience 
has  been  regarded  as  passive.  According  to  this  philoso- 
phy we  make  our  own  real  universe,  in  reaction  to  our  en- 
vironment. 

Experience  in  its  highest  form  is  both  social  and  scien- 
tific, or  rather  is  scientifically  guided.  How  these  features 
are  blended  we  shall  see  presently.  Here  we  may  note 
simply  that  pragmatist  philosophy  reflects  the  contempo- 
rary preeminence  of  scientific  study,  and  the  new  scientif- 
ic and  humanitarian  interest  in  the  phenomena  of  society. 

So  much  for  the  metaphysical  theory  of  pragmatism. 
Its  epistemology  has  been  a  battle-ground  which  it  is  hard- 
ly necessary  to  review  in  this  meeting.  I  may  remark 
briefly  that  the  functional  conception  of  knowledge,  i.e. 
the  conception  of  it  as  the  active  operation  of  ideas,  the 
truth  of  which  is  identical  with  the  success  of  operation, 
stands  in  contrast  to  the  dualistic  view  that  truth  is  the 
agreement  of  ideas  with  their  objects,  the  said  objects  be- 
ing generally  independent  of  our  ideas  about  them.  Ac- 
cording to  pragmatism,  objects  are  aspects  of  our  pur- 
poses ;  in  other  words,  we  come  back  to  the  metaphysical 
assumption  that  reality  is  active  experience.  Further,  the 
pragmatic  doctrine  stands  in  contrast  to  the  teaching  of 
idealism  that  truth  is  the  agreement  of  finite  ideas  with 
the  thought  or  feeling  of  the  Absolute  Mind.  It  seems 
to  me  virtually  to  abolish  the  historic  distinction  between 
the  phenomenal  and  the  noumenal,  between  appearance 
and  reality,  though  of  course  the  ordinary  unphilosophical 
meaning  of  the  terms  remains.  Facts  are  real  as  we  di- 
rectly experience  them  or  study  them  scientifically,  and 
there  is  no  satisfactory  evidence  of  a  more  "ultimate" 
reality.  James'  antipathy  to  Kant  is  especially  significant 
in  this  respect.     Scientific  investigation  is  not  the  mere 


174  DEDICATION  EXERCISES 

deciphering  of  symbolic  characters  on  a  veil  which  ever 
conceals  the  real  stage,  but  is  a  really  illuminating  ad- 
vance into  the  unknown.  Experimentation  is  therefore  a 
a  vital  necessity  of  the  mind  in  its  search  for  truth.  We 
create  our  truth,  in  fact,  by  the  process  of  experiment. 

Passing  to  the  field  of  ethics,  I  have  the  impression  that 
pragmatism  is  concerned  less  with  the  traditional  concept- 
ual problems  of  the  subject,  e.g.,  the  ultimate  nature  of 
goodness  and  the  moral  possibility  of  indeterminism,  than 
with  what  may  be  called  ethical  methodology,  and  the 
practical  business  of  making  improvements  in  this  wtvy 
sad  world.  James  seems  to  take  it  for  granted  that  we 
know  well  enough  what  to  aim  at,  at  least  ordinarily,  and 
that  our  difficulty  is  that  of  earnestly  realizing  our  aims. 
This  difficulty  is  due  to  the  imperfection  of  human  nature, 
and  accordingly  he  addresses  occasional  hortatory  remarks 
to  the  will,  remarks  which  grip  us  as  moral  exhortation 
seldom  does.  Dewey  is  less  inclined  to  emphasize  individual 
responsibility  and  the  unique  force  of  active  personal  con- 
science. His  contribution  to  the  subject  is  mainly  meth- 
odology, which  seems  to  me  his  greatest  philosophical  ac- 
complishment. According  to  it  socialized  effort,  frankly 
experimental  but  scientifically  guided,  is  the  supreme  duty 
of  mankind.  The  distinction  between  this  point  of  view 
and  the  traditional  one  of  assuming  absolute  principles 
of  right  and  wrong  which  we  obey  or  disobey  can  hardly 
be  exaggerated.  One  who  finds,  as  an  increasing  number 
of  thoughtful  persons  are  finding,  that  mankind,  and  es- 
pecially the  rulers  of  mankind,  actuated  by  other  principles, 
have  made  a  sorry  mess  of  human  aff"airs,  naturally  looks 
with  favor  upon  ethical  pragmatism. 

This  matter  is  so  important  as  to  deserve  one  or  two 
concrete  illustrations.  James,  like  the  rest  us,  looked  up- 
on war  as  an  evil.  But  he  saw  psychologically  its  te- 
nacious roots  which  do  not  yield  to  moralistic  exhortation, 


EDUCATIONAL  CONFERENCES  175 

and  he  saw  also  its  genuinely  virtuous  side.  So  he  pro- 
posed in  his  essay,  "The  Moral  Equivalent  of  War,"  a 
substitute  which  would  exhaust  the  pugnacious  energy  of 
war  makers  in  constructive  rather  than  destructive  ways. 
The  enrollment  of  the  fighting  forces  of  society  in  the 
more  hazardous  occupations  on  the  ocean,  in  the  mine, 
in  reclamation  works,  and  the  like,  is  an  idea  which  every 
fair-minded  person  will  regard  as  at  least  worth  trying. 

Peculiarly  instructive  for  our  present  purpose  are  Dew- 
ey's articles  on  political  topics,  particularly  his  current 
ones  on  Far  Eastern  questions.  They  are  characterized  by 
keen  observation  of  fact,  a  democratic  social  idealism,  and 
reiterated  recommendation  of  experimental  method.  As 
opposed  to  the  sort  of  talk  and  surreptitious  performance 
which  are  prodding  and  dragging  the  world  into  another 
war,  they  exhibit  pragmatism  in  its  most  dignified  aspect, 
and  suggest  that  it,  quite  as  much  as  the  absolute  idealism 
of  German  thought,  may  have  tremendously  important 
political  implications. 

It  is  in  the  field  of  religion  that  I  find  pragmatism  least 
developed.  Dewey  appears  to  lack  interest  in  the  subject. 
Some  of  his  pupils  have  discussed  it  genetically,  histor- 
ically, and  psychologically  with  acumen ;  but  their  discus- 
sion can  hardly  be  said  to  cr}^stallize  in  the  doctrines  of  a 
philosophy  of  religion.  We  are  perhaps  justified  in  say- 
ing that  religion  itself,  pragmatically  speaking,  is  an  en- 
ergetic social  idealism  or  "meliorism."  James  has  not  only 
given  us  a  psychological  justification  of  religion  in  its 
usual  meaning  of  belief  in  a  transcendent  power,  but  has 
offered  also  some  metaphysical  suggestions  concerning  the 
relation  between  God  and  man.  His  characteristically 
empirical  attitude  toward  the  problem  of  the  survival  of 
personality  is  likewise  noteworthy.  That  problem  seemed 
to  him  best  dealt  with  by  experiment  along  lines  of  so-call- 
ed "psychical  research."    So  far  as  I  am  aware,  however. 


176  DEDICATION  EXERCISES 

these  suggestions  have  had  no  great  influence  in  the  ranks 
of  students  of  philosophy. 

But  the  significance  of  pragmatism,  as  I  said  at  the  be- 
ginning of  this  paper,  Ues  less  in  its  formal  conceptual 
statements  than  in  its  central  point  of  view,  the  peculiar 
attitude  with  which  it  faces  the  universe  and  human  life. 
This  attitude  is  youthful,  adventurous.  The  pragmatist 
finds  present  experience  real  and  animating.  He  discovers 
truth  in  practical  ways.  He  works  experimentally  to  bet- 
ter human  life.  And  he  is  rather  unobtrusive  in  religious 
matters  apart  from  their  ethical  implications.  On  the 
whole  I  am  inclined  to  think  that  this  attitude  is  increas- 
ingly prevalent,  and  that  there  are  many  American  citizens 
who  have  no  technical  or  literary  acquaintance  with  prag- 
matism, but  are  nevertheless  in  this  state  of  mind.  More 
than  any  other  point  of  view  and  scheme  of  thought  it 
seems  to  me  to  constitute  the  philosophy  of  American 
life. 


ON  LOGIC  AS  SCIENCE  AND  AS  ART 

ERNEST  C.  MOORE. 

University  of  Califor7iia,  Southern  Branch. 


When  the  will  of  the  late  Dr.  Charles  Arthur  Mercier 
came  before  the  Probate  Division  of  the  London  courts  it 
was  found  that  he  had  provided  for  the  setting  up  of  a 
professional  chair  of  logic  and  scientific  method. 

"This  purpose  of  this  foundation  is  that  students  may  be 
taught  not  what  Aristotle  or  some  one  else  thought  about 
reasoning,  but  how  to  think  clearly  and  reason  correctly, 
and  to  form  opinions  on  rational  grounds. 

"The  better  to  provide  that  the  teaching  shall  be  of  this 
character,  and  shall  not  degenerate  into  the  teaching  of 
rigid  formulae  and  worn-out  superstitions,  I  make  the  fol- 
lowing conditions: 

"The  professor  is  to  be  chosen  for  his  ability  to  think 
and  reason  and  to  teach,  and  not  for  his  acquaintance  with 
books  on  logic,  or  with  the  opinions  of  logicians  or  philos- 
ophers. 

Acquaintance   with    the    Greek    and     German    tongues     is 
not   to  be    an    actual   disqualification    for   the   professorship, 
but,    in   case   the   merits   of   the   candidates    appear   in   other 
respects  approximately  equal,  preference  is  to  be  given  first: 

"To  him  who  knows  neither  Greek,  nor  German. 
"Next,  to  him  who  knows  Greek,  but  not  German. 

"Next,  to  him  who  knows  German,  but  not  Greek. 

"Last  of  all,  to  a  candidate  who  knows  both  Greek  and 
German. 

"The  professor  is  not  to  devote  more  than  one-twelfth 
of  his  course  of  instruction  to  the  logic  of  Aristotle  and  the 
schools,  nor  more  than  one-twenty-fourth  to  the  logic  of  Hegel 
and  other  Germans. 


178  DEDICATION  EXERCISES 

"He  is  to  proceed  upon  the  principle  that  the  only  way 
to  acquire  an  art  is  by  practicing  it  under  a  competent  in- 
structor. Didactic  inculcation  is  useless  by  itself.  He  is, 
therefore,  to  exercise  his  pupils  in  thinking,  reasoning  and 
scientific  method  as  applied  to  other  studies  that  the  stud- 
ents are  pursuing  concurrently,  and  to  other  topics  of  liv- 
ing interest. 

"Epistemology  and  the  rational  ground  of  opinion  are  to 
be  taught.  The  students  arc  to  be  practiced  in  the  art  of 
defining,  classifying,  and  the  detection  of  fallacies  and  incon- 
sistencies." 

Logic  is  an  old  study.  It  was  begun  by  Socrates,  de- 
veloped by  Plato  and  formulated  by  Aristotle.  Before 
their  time  men  had  thought;  in  Babylonia  and  Egypt  there 
had  been  a  good  deal  of  thinking  about  those  race-old  fun- 
damentals— food,  clothing,  and  shelter —  and  about  such 
secondary  things  as  gods,  priests,  kings,  soldiers,  tax- 
gathers,  etc ;  but  the  Greeks  were  the  first  to  think  about 
thoughts,  to  ask  what  they  meant,  how  men  came  to  have 
them,  what  reliance  they  could  place  upon  tliem,  and  how 
they  could  perfect  them.  At  that  point  began  a  struggle 
to  understand  what  knowledge  is  and  how  men  get  it, 
which  goes  on  to  this  day  and  which  will  most  Hkely  go 
on  as  long  as  folks  endure.  Knowledge — the  knowledge  of 
the  farmer,  the  carpenter,  the  shoemaker,  the  pilot,  the 
general — seems  to  be  a  simple  thing.  But  knowledge  is  not 
a  simple  thing,  but  almost  ineradicable  confusion. 

There  are  three  great  names  in  the  history  of  logic  and 
two  lesser  names,  and  all  of  them  are  the  names  of  men 
who  failed  in  their  undertaking.  Aristotle  is  the  first. 
Socrates  spent  his  life  in  urging  men  to  develop  the  same 
sort  of  knowledge  of  thinking,  of  goodness,  of  ruling  that 
their  fellowmen  already  had  of  carpentry,  weaving,  temple 
building,  pottery  and  shoemaking.  If  we  want  to  know 
anything,  he  said,  we  must  find  out  what  it  is  for.     We 


EDUCATIONAL  CONFERENCES  179 

must  work  out  a  notion  of  what  it  means  and,  having  that 
notion,  we  can  then  use  it.    What  does  it  mean  to  be  just 
or  to  govern?    What  is  justice?    What  is  statesmanship? 
What  is  truth?  What  is  beauty?      These    questions    he 
thought  could  be  answered  in  just  the  same  way  as  the 
question;  What  does  it  mean  to  make  a  pair  shoes,  to 
build  a  house,  to  carve  a  statue,  to  pilot  a  ship  ?    If  one  is 
tr}dng  to  cure  a  disease,  he  must  have  a  notion  of  what 
health  is  and  a  notion  of  what  this  disease  is,  and  he  must 
so  work  upon  the  disease  that  it  will  be  transformed  to 
health.    Knowledge  for  Socrates  is  practical.    One  gets  it 
by  means  of  getting  notions  of  what  he  wants  to  produce 
and  of  what  he  has  and  of  how  to  produce  what  he  wants 
from  what  he  has.    He  works  on  things  by  means  of  no- 
tions.    These  notions  are  not  things  but  thoughts;  and 
these  thoughts  are  very  mysterious.    Where  do  they  come 
from?    One  never  sees  equality  or  justice  or  health  or 
a  point  or  a  straight  line  or  a  circle.    He  only  thinks  them. 
The  things  which  we  see  are  more  or  less  like  them  but 
there  is  no  circle  in  nature,  no  exact  justice,  no  perfect  truth 
or  beauty  in  things.    Are  they  then  intimations  of  our  pre- 
vious  beatific   existence,    recollections   of   experiences   in 
the  Elysian  fields,  memories  of  what  we  knew  in  heaven 
before  our  birth?    The  things  of  this  world  are  many  and 
not  one  of  them  is  perfect.    They  are  born  and  pass  away, 
but  that  which  is  perfect  cannot  pass  away.     Equality, 
justice,  truth,  wisdom  must  endure. 

All  knowledge  was  practical  at  first — for  Socrates  it  was 
just  finding  out  what  we  must  do  and  know  and  how  to 
do  it.  I  think  it  was  the  same  for  Plato,  too ;  but  Plato 
was  a  poet  as  well  as  a  Socratic  and  hypostatized  justice 
and  beauty  and  truth  and  wisdom  and  talked  of  them 
sometimes  as  though  they  were  not  thoughts  which  we 
make  and  use  but  heavenly  existences,  more  real  and  more 
worthy  than  the  things  of  this  world.    You  have  all  seen 


180  DEDICATION  EXERCISES 

the  figure  of  Justice  on  the  courthouse.  Plato  sometimes 
talks  as  though  that  figure  were  not  there  to  remind  men 
of  the  justice  which  should  be  in  their  hearts  and  in  their 
deeds,  but  to  remind  them  of  that  awful  Justice  which 
stands  as  an  archangel  before  the  throne  of  God.  Our 
thoughts,  you  see,  can  be  instruments  if  we  take  them  as 
Socrates  took  them;  they  can  be  images  of  existences  if 
we  take  them  as  Plato  is  said  to  have  taken  them. 

Right  here  the  woes  of  logic  begin.  Is  it  a  human  in- 
strument helping  us  in  human  ways  to  a  larger  knowledge 
of  human  things  or  is  it  an  oracular  science  giving  abso- 
lute truth.? 

Aristotle's  logic  is  for  certainty.  Science  is  demonstra- 
tion. Mathematics  is  its  type,  and  whatever  truths  are 
scientifically  arrived  at  must  come  in  the  same  manner. 
If  we  measure  the  angles  of  a  triangle  and  find  that  they 
equal  two  right  angles,  we  cannot  be  said  to  have  scienti- 
fic knowledge  that  their  sum  is  two  right  angles.  We 
must  prove  that  by  considerations  which  follow  the  defini- 
tion of  a  triangle  and  the  axioms  of  geometry.  Reasoned 
truth — nothing  merely  empirical — but  conclusions  flow- 
ing inexorably  from  their  premises,  truth  founded,  but- 
tressed, impregnable,  absolute,  is  what  logic  must  provide. 

Did  you  ever  stop  to  think  of  the  falsehoods  which 
mathematics  is  responsible  for.?  It  was  the  pattern  science 
for  Plato  and  Aristotle.  The  objects  with  which  it  deals 
are  not  points  or  lines  or  circles  from  the  sense  world; 
the  rain  does  not  wash  them  out  or  the  grass  efface  them. 
They  are  eternal  and  unchanging  and  the  truths  which 
thinking  can  demonstrate  concerning  them  are  eternal 
and  unchanging.  Logic  must  follow  its  model.  It  must 
give  us  eternal  and  unchanging  truths,  too. 

You  have  heard  of  the  pride  of  the  Pope  due  to  his  pos- 
sessing the  power  to  bind  and  to  loose  here  and  hereafter. 
Just  so  the  Aristotelian  had  an  imperious  nature.    He  pos- 


EDUCATIONAL  CONFERENCES  181 

sessed  the  certainty  of  absolute  knowledge.  He  reasoned 
by  syllogisms.  "Syllogism  is  a  discourse,"  said  Aristotle, 
"wherein  certain  things  [premises]  being  admitted,  some- 
thing else  different  from  what  has  been  admitted  follows 
of  necessity  because  the  admissions  are  what  they  are."  Its 
typical  form  is : 

All  men  are  mortal. 
Socrates  is  a  man. 
.•.  Socrates  is  mortal. 

Now  let  us  ask  Aristotle  what  degree  of  certainty  we 
have  here  and  just  how  much  more  the  conclusion  tells 
us  than  we  knew  in  the  major  premise. 

How  can  we  ever  know  that  all  men  are  mortal }  Some 
may  have  gone  to  heaven  in  a  chariot  of  fire.  "All"  applies 
to  all  who  are  to  come  through  all  the  ages.  It  may  be 
that  death  is  a  penalty  of  our  ignorance.  In  days  to  come 
it  may  be  conquered.  At  any  rate,  how  do  we  know  of 
a  certainty  that  all  men  must  die  or  that  any  assertion 
which  we  can  make  will  include  all  the  subjects  of  which 
the  assertion  is  made.''  Aristotle  says  no  science  proves  its 
beginning  axioms.  Its  first  principles  cannot  be  demon- 
strated. They  are  indemonstrable.  Experience  calls  at- 
tention to  them.  They  are  apprehended  as  self-evident 
intuitions  of  mind.  If  your  reasoning  from  your  premises 
is  faultless  you  can  arrive  at  conclusions  which  are  just 
as  certain  as  your  premises.  But  now  you  are  a  long  way 
from  absolute  certainty,  for  something  has  happened  to 
mathematics  in  recent  days  which  shows  that  its  axioms 
are  by  no  means  so  reliable  as  they  were  once  thought  to 
be.  They  have  been  found  to  be  postulates,  merely  po- 
sitions taken,  so  that  all  mathematical  reasoning  now 
takes  the  hypothetical  form — if  space  is  three  dimensional, 
parallel  lines  will  not  meet;  and  in  the  new  logic  all  ab- 


182  DEDICATION  EXERCISES 

stract  universals  are  hypothetical,  "All  men  are  moral" 
being  no  more  universal  than:  If  I  had  a  toothache,  I 
should  be  wretched ;  or.  If  this  man  has  taken  that  drug, 
he  will  be  dead  before  tomorrow.  Certainty  disappears, 
postulation  or  supposing  takes  its  place.  But,  is  it  true 
that  the  conclusion  of  the  syllogism  gives  a  new  truth.? 
Does  it  lead  to  something  different  from  what  is  admitted 
when  the  premises  are  taken.?  The  truth  is  that  there  must 
be  no  more  in  the  conclusion  than  in  the  premises.  The 
conclusion  is  not  discovered  by  means  of  the  premises  but 
only  uncovered  in  them. 

Another  doctrine  for  which  Aristotle  is  responsible  is 
the  doctrine  of  natural  kinds  or  fixed  species  or  real  defi- 
nitions. To  define  anything,  we  must  say  what  its  kind 
is  and  then  specify  its  difference  from  other  varieties.  To 
define  Socrates,  we  must  say  he  is  a  man.  We  cannot  say 
he  is  a  philosopher,  a  patriot,  the  inventor  of  knowledge, 
the  wisest  of  the  Greeks;  but  only  that  he  is  a  man.  I 
had  an  experience  some  years  ago  which  brought  out  the 
futility  of  that  view  of  definition.  There  is  a  series  of 
classics  published  in  what  is  called  "Ever)^man's  Librar)^" 
They  are  printed  in  England  and  imported  by  Dutton  and 
Company,  who  pay  an  import  duty  upon  them.  Now  it 
happens  that  many  of  these  volumes  are  used  as  textbooks 
and  that  textbooks  come  in  free  of  duty  while  other  Eng- 
lish books  must  pay  duty.  The  firm  of  Dutton  and  Co., 
brought  a  suit  in  the  Appraiser's  Court  in  Boston  to  es- 
tablish the  fact  that  certain  of  these  volumes  should  come 
in  duty  free,  and  called  several  Harvard  professors  who 
were  using  them  in  their  classes  to  establish  that  fact.  I 
was  asked  by  the  U.  S.  Attorney,  "What  is  a  textbook.? 
I  replied,  "It  is  a  book  used  as  a  text  for  classroom  dis- 
cussion." "But  must  it  not  have  an  introduction,  notes, 
explanations,  a  glossary- .?"  he  asked;  and  for  a  half-hour 
we  battled  over  the  question  of  whether  a  textbook  is  a 


EDUCATIONAL  CONFERENCES  183 

textbook  in  its  nature  or  in  its  use.  Aristotle  taught  that 
there  are  natural  kinds,  that  they  are  fixed  and  definite. 

Darwin  found  out  that  kinds  are  not  the  fixed  furniture 
of  the  world  but  that  kinds  flow  into  each  other.  Our 
classifications  now-a-days  are  recognized  as  being  group- 
ings which  we  ourselves  make  on  whatever  principles  may 
be  pertinent  to  our  inquir)''.  As  a  consequence  we  make 
as  many  definitions  of  a  class  as  there  are  principles  or 
ways  of  grouping  or  regarding  its  members.  We  are  no 
longer  limited  to  the  definition  according  to  nature  of  Ar- 
istotle. 

It  is,  I  take  it,  quite  impossible  for  any  one  who  is  now 
alive  to  imagine  the  intellectual  despotism  by  which 
through  the  ages  Aristotle  earned  the  designation  of  *'the 
master  of  them  that  know." 

About  1527,  a  young  lad,  the  son  of  a  charcoal  burner, 
his  name  Peter  Ramus,  came  to  Paris  and  hired  himself  to 
a  rich  student  as  his  servant.  He  studied  at  night  anci 
made  himself  the  foremost  teacher  of  his  time.  He  tried 
to  reform  the  study  of  logic.  "When  I  came  to  Paris,"  he 
says,  "I  fell  into  the  subtleties  of  the  sophists  and  they 
taught  me  the  liberal  arts  through  questions  and  disputes 
without  ever  showing  me  a  single  thing  of  profit  or  ser- 
vice. Never  amidst  the  clamor  of  the  college  where  I  pass- 
ed so  many  days,  months,  years,  did  I  ever  hear  a  single 
word  about  the  application  of  logic.  I  had  faith  then 
[the  scholar  ought  to  have  faith,  according  to  Aristotle] 
that  it  was  not  necessar}^  to  trouble  myself  about  what 
logic  is  and  what  its  purpose  is,  but  that  it  concerned  it- 
self solely  with  creating  a  motive  for  our  clamors  and  our 
disputes.  I  therefore  disputed  and  clamored  with  all  my 
might.  If  I  were  defending  in  class  a  thesis  according  to 
the  categories  I  believed  it  my  duty  never  to  yield  to  my 
opponent,  were  he  one  hundred  times  right,  but  to  seek 
some  subtle  distinction  in  order  to  obscure  the  whole  is- 


184  DEDICATION  EXERCISES 

sue.  On  the  other  hand,  were  I  disputant,  all  my  care  and 
efforts  tended  not  to  enlighten  my  opponent  but  to  beat 
him  by  some  argument  good  or  bad ;  even  so  had  I  been 
taught  or  directed.  The  categories  of  Aristotle  were  like 
a  ball  that  we  give  children  to  play  with  and  that  it  was 
necessary  to  get  back  by  our  clamors  when  we  had  lost  it.^ 
He  took  his  master's  degree  with  the  thesis  that  all  that  Ar- 
istotle said  is  false.  But  Peter  Ramus  did  little  to  create 
a  new  logic. 

Then  came  a  new  time,  a  veritable  age  of  discoveries, 
when  a  few  men  quit  threshing  the  straw  which  Aristotle 
had  left  and  began  by  independent  study  to  make  discover- 
ies, huge  discoveries.  Such  men  were  Columbus,  Magellan, 
da  Vinci,  Kepler  and  Galileo.  With  them  modern  science 
was  born.  Francis  Bacon  (1561)  is  sometimes  named  as 
it  founder.  He  was  rather  its  literary  promoter.  In  1620 
he  published  a  new  logic  built  upon  the  thesis  that  know- 
ledge is  power.  He  did  not  approve  of  what  had  been  ac- 
complished thus  far.  "Men  have  entered  into  the  desire 
of  learning  and  knowledge,  seldom  sincerely  to  give  a 
true  account  of  their  gift  of  reason  to  the  benefit  and  use 
of  men,  but  as  if  they  sought  in  knowledge  a  couch  where- 
on to  rest  a  searching  and  wandering  spirit;  or  a  terrace 
for  a  wandering  and  variable  mind  to  walk  up  and  down 
with  a  fair  prospect ;  or  a  tower  for  a  proud  mind  to  raise 
itself  upon ;  or  a  fort  or  a  commanding  ground  for  a  strife 
and  contention;  or  a  shop  for  profit  and  sale;  and  not  a 
rich  storehouse  for  the  glor)^  of  the  Creator  and  the  relief 
of  man's  estate."  Knowledge,  the  new  knowledge,  is  not 
to  be  for  consolation  or  delight  or  vaunting  or  strife  or 
money,  but  for  use.  Men  must  lay  aside  all  prejudices. 
They  must  employ  a  new  method — that  of  observation  and 
induction.  But  when  he  comes  to  the  details  of  the  meth- 
od of  discovery  to  be  followed  he  describes  the  process  as 

^Studies  hi  Dialectics,  Book  I\',  p.  151.    Quoted  in  Grave's  Ramus. 


EDUCATIONAL  CONFERENCES  185 

the  accumulation  of  facts  and  subsequently  abstracting 
their  identities  and  differences  and  so  deriving  laws  or 
principles  from  them.  "The  value  of  this  method,"  says 
Professor  Jevons,  "might  be  estimated  historically  by  the 
fact  that  it  has  not  been  followed  by  any  of  the  great 
masters  of  science."  So  Bacon,  great  as  was  his  guiding 
of  those  who  came  after  him,  failed  in  his  undertaking. 

We  come  next  to  that  mighty  tour  de  force  of  philosophy, 
the  logic  of  Hegel,  the  natural  history  of  the  eternally  self- 
thinking  truth.  Hegel's  logic  is  a  dialectical  deduction 
from  consciousness  of  the  nature  of  ultimate  reality,  a 
huge  and  glorious  anthropomorphism  making  God  and  all 
things  in  the  image  of  mind.  To  its  author  it  was  a  dem- 
onstration of  what  mind  must  think,  and  what  mind  must 
think  is.  Subject  and  object  are  one.  The  mind  of  the 
thinker  and  the  mind  of  the  universe  are  identical.  When 
we  think  existence,  existence  thinks  in  us.  Hegel's  system 
claims  to  be  the  philosophy  itself,  final  and  conclusive.  Is 
it  a  mystic  dance  of  bloodless  categories  or  a  true  calculus 
of  being.?  Is  it  the  highest  and  most  dazzling  expression  of 
Germany's  empire  of  the  air  or  is  it  the  very  texture  and 
body  of  truth.?  Only  the  ages  can  tell.  At  any  rate  it 
has  German  lineaments.  It  is  the  most  supremely  con- 
iident  and  daring  announcement  of  the  human  spirit  in 
all  history,  and  Dr.  Mercier  does  well  to  insist  that  his 
professor  of  logic  shall  give  himself  to  more  commonplace 
and  assured  matters. 

Last  of  all  comes  the  so-called  empirical  logic  of  John 
Stuart  Mill.  He  abjures  metaphysical  speculation.  He 
will  plant  his  feet  on  the  firm  ground  of  experience  alone. 

Just  as  Hegel  tried  to  invent  a  logic  which  was  wholly 
deductive  and  failed,  so  Mill  tried  to  formulate  a  logic 
which  was  wholly  inductive,  and  failed.  Mill's,  says  Hoff- 
ding,  "tried  to  spin  the  forms  of  thought  from  their  con- 
tent, Hegel  the  content  of  thought  from  its  forms."    How 


186  DEDICATION  EXERCISES 

do  we  know  that  the  sun  will  rise  tomorrow  morning? 
Because  it  has  always  risen  ever}^  morning  thus  far.  But 
what  does  what  has  been  tell  as  about  what  will  be?  The 
major  premise  of  every  conclusion  in  science  is,  says  Mill, 
that  nature  is  uniform.  How  do  we  know  that?  We  have 
experienced  it  so.  We  arrive  at  it  by  induction.  But  can 
experience  go  beyond  experience  and  tell  us  for  certain 
about  what  has  not  yet  come  to  pass?  Mill's  answer  is 
"Yes."  Ours  today  is  "No."  Science  does  not  give  us  cer- 
tainties. It  gives  us  probabilities  and  probability  is,  as 
Bishop  Butler  said,  the  guide  of  life.  We  do  not  know 
that  the  sun  will  rise  tomorrow  morning — nobody  does — 
it  may  have  generated  nitrogen  gas  in  such  quantity  as  to 
explode  before  morning.  Science  does  not  give  us  abso- 
lute knowledge.  Its  declarations  are  hypothetical  decla- 
rations. Its  laws  are  hypothetical  laws.  It  calls  for  faith 
no  less  certainly  than  religion  does.  Whatever  else  it  is 
for,  logic  is  not  for  certainty  and  it  is  worth  while  to  know 
that.  Dogmatism  and  fixed  opinions  die  with  that  in- 
sight. 

Thus  far  we  have  been  talking  of  logic  as  a  science.  It 
is  also  an  art.  Its  one  object,  whether  as  a  science  or  an 
art,  is  to  help  us  to  learn  to  distinguish  between  good  and 
bad  reasoning.  There  is  no  such  thing  as  logical  proof 
that  leads  to  absolutely  conclusive  truths,  but  in  reason- 
ing about  matters  of  fact  we  can  learn  to  be  on  our  guard 
against  certain  ancient  errors  of  procedure  and  certain 
habits  of  thinking  which  are  dangerous  and  menacing. 
Can  one  learn  to  be  logical?  Can  one  learn  to  reason? 
"Of  course,"  says  Carveth  Read,  "logic  does  not  in  the 
first  place  teach  us  to  reason.  We  learn  to  reason,  as  we 
learn  to  walk  and  talk,  by  natural  growth  of  our  powers, 
with  some  assistance  from  friends  and  neighbors.  But 
to  be  frank,  few  of  us  walk,  talk,  or  reason  remarkably  well ; 
and,  as  to  reasoning,  logic  certainly  quickens  our  sense  of 


EDUCATIONAL  CONFERENCES  187 

bad  reasoning,  both  in  others  and  in  ourselves.  It  helps 
us  to  avoid  being  misled  by  others  and  to  correct  one's 
own  mistakes.  A  man  who  reasons  deliberately  manages 
it  better  after  studying  logic  than  he  could  before — if  he 
tries  to,  if  he  has  not  a  perverse  liking  for  sophistr}',  and 
if  he  has  the  sense  to  know  when  formalities  are  out  of 
place.  There  are  some  mental  qualities  that  a  man  can 
only  get  from  his  father  and  mother."  "As  a  science," 
says  President  Hibben,  "thinking  has  its  fundamental 
laws,  its  logic ;  as  an  art  it  has  no  body  of  set  rules  which 
we  may  learn  once  for  all,  and  ever  after  slavishly  and 
blindlv  follow.  There  is  no  formula  for  wisdom.  The 
art  of  thinking  requires  a  command  of  all  the  resources 
of  skill  and  inventive  device  of  which  our  natures  are 
capable." 

The  first  point  to  remember  is  that  one  cannot  think 
without  a  problem — that  all  thinking  is  due  to  perplexity 
or  trouble  and  that  the  first  step  in  thinking  is  to  define 
the  question,  locate  the  difficulty  or  formulate  the  problem. 
The  second  step  is  to  collect  the  facts  which  bear  upon  it — 
thinking  is  facing  the  facts. 

Observation  is  not  preliminar}"  to  it  but  is  an  essential 
part  of  it.  Thinking  which  tries  to  go  on  without  obser- 
vation is  intellectual  somnambulism.  The  greatest  charge 
against  formal  logic  is  that  it  is  formal,  that  it  neglects  the 
context,  that  the  middle  term  in  the  syllogism  is  frequently 
not  the  same  in  both  premises — that  it  has  the  appearance 
of  stating  the  facts  and  drawing  its  conclusion  but  really 
leaves  them  out  of  consideration.  I  saw  an  advertisement 
of  a  truck  company  in  last  Sunday's  Times  which  ran  some- 
thing like  this:  The  flow  of  commodities  is  what  is  re- 
quired above  ever}^thing  else  at  the  present  time.  Motor 
trucks  are  the  chief  agencies  for  the  flow  of  commodities. 
But  just  at  the  time  that  ever)^thing  which  furthers  the 
unhampered  distribution  of  products  is  of  the  utmost  im- 


188  DEDICATION  EXERCISES 

portance,  your  legislature  considered  a  proposal  to  inter- 
fere with  the  business  of  trucking.  At  first  glance  that 
looks  like  a  plain  and  convincing  statement  of  facts.  But 
I  happen  to  know  that  Professor  Derleth  and  some  other 
engineers  have  been  studying  the  roads  in  California  to 
find  out  if  possible  how  to  build  them  so  that  they  will  not 
wear  out  so  rapidly;  they  have  been  checking  the  loads 
which  motor  trucks  carry  and  find  them  far  in  excess  of 
the  indicated  load.  In  one  case  they  found  a  seven-ton 
truck  carr)dng  twenty-two  tons. 

Some  time  ago  the  Ex-Secretar)^  of  the  Treasury,  Mr. 
McAdoo,  said  in  a  public  speech  here  that  some  of  the  coal 
companies  had  reported  a  profit  as  high  as  2000  per  cent  per 
year.  Mr.  Robinson  told  me  that  when  he  became  a  mem- 
ber of  the  Coal  Commission  it  determined  to  smoke  out 
the  facts  in  the  Treasury  Department  about  that  matter. 
It  found  that  three  coal  companies  had  reported  a  profit 
of  more  than  500  per  cent,  one  of  them  being  of  2000  per 
cent,  but  that  the  total  capitalization  of  those  three  com- 
panies was  $11,000.00.  Along  with  observation  goes  in- 
ference, a  constant  search  for  meaning.  At  first  our  con- 
clusion is  tentative,  hypothetical,  an  hypothesis — we  must 
test  it.  My  automobile  develops  a  squeal ;  that  is  my  prob- 
lem. I  do  my  best  to  locate  it,  collecting  as  many  facts 
concerning  it  as  I  can.  I  guess  it  is  in  the  engine;  that 
is  my  hypothesis.  I  test  it  by  running  the  engine  with  the 
clutch  thrown  out.  There  is  no  squeal.  It  must  be  in  the 
transmission.  I  go  through  the  same  process  of  locating 
it  once  more  and  finally  determine  that  it  is  the  body  of 
the  car.  This  may  be  taken  as  a  typical  illustration  of 
reasoning,  real  reasoning — not  disputing  as  a  game.  In 
it  deduction  and  induction  work  together  as  warp  and  woof 
of  the  investigation.  We  start  with  facts — with  a  prob- 
lem which  requires  us  to  interpret  them — we  collect  such 
of  them  as  seem  to  have  a  bearing  on  our  problem.    We 


EDUCATIONAL  CONFERENCES  189 

make  a  guess  or  construct  a  theory  as  to  the  answer  to 
our  problem.  We  deduce  from  that  guess  that  if  it  is 
true  certain  things  will  follow  from  it  if  we  tr)'  it  out  un- 
der test  conditions.  We  do  so  and  arrive  at  our  result. 
The  function  of  logic  is  to  help  common  sense  out  of  the 
difficulties  which  it  comes  to.  The  old  view  of  the  syl- 
logism will  not  aid  very'  much  in  convincing  an  unwilling 
opponent.  The  greatest  use  it  can  serve  perhaps  is  to 
indicate  the  exact  nature  of  the  reasoning  which  is  being 
employed.  It  is  well,  therefore,  to  throw  the  argument 
which  is  being  used  into  syllogistic  form.  That  will  not 
settle  the  question  of  itself,  but  reducing  what  is  being  said 
to  syllogistic  terms  will  usually  help  to  disclose  its  weak- 
ness or  its  strength. 


EDUCATIONAL  CONFERENCE 


HOW  TO  STIMULATE  INTELLECTUAL  AND 

SOCIAL  ATTAINMENTS  ON  THE  PART  OF  HIGH 

SCHOOL  GRADUATES 

Synopsis    of    Talk    Given    by 
PRESIDENT  HARRY  N.  WRIGHT. 
Whittier  ColUge. 

The  problem  is  fundamentally  a  spiritual  one  and 
hence  hinges  largely  upon  the  personality  of  the  teacher. 
Those  employing  teachers  should  give  more  attention  to 
other  elements  of  personal  equipment  than  scholarship. 
We  should  not  decrease  our  emphasis  upon  scholarship, 
but  should  give  stronger  and  more  pointed  emphasis  to  the 
spiritual  and  moral  equipment  of  the  teacher. 

The  stimulation  of  intellectual  attainments  in  a  High 
School  student  depends  more  upon  the  methods  of  teach- 
ing than  upon  the  content  of  the  course  of  study.  In  this 
connection  it  is  notably  important  to  teach  in  such  a  way 
as  to  develop  initiative  and  independence  in  the  student. 
By  the  project  method  and  similar  means  we  should  seek 
to  develop  in  the  student  of  any  age  the  spirit  of  research. 

Obviously  the  social  life  of  the  high  school  deserves 
more  attention  in  the  way  of  directing  it  and  improving 
it  than  it  now  has.  The  school  administration  should 
make  provision  for  this  as  purposefully  as  provision  is 
made  for  the  teaching  of  any  of  our  usual  courses. 


SOCIOLOGICAL  CONFERENCE 


A  JUSTIFIABLE  INDIVIDUALISM 

FRANK  WILSON  BLACKMAR. 
Dean  of  the  Graduate  School,  University  of  Kansas 


This  is  an  era  of  social  service.  The  stupendous  de- 
mands of  the  world  to  care  for  the  less  fortunate  members 
of  society  have  quickened  the  philanthropic  spirit  to  do  for 
others  to  an  extent  heretofore  unknown  in  the  history  of 
the  human  race.  The  movement  is  marked  by  thousands 
of  organizations  and  societies  collecting  millions  of  dollars 
to  relieve  suffering,  to  improve  material  comforts,  and  to 
make  a  better  social  life.  While  not  ignoring  individual  cul- 
ture, the  basis  of  the  activity  is  to  make  this  world  a  fit 
habitation  for  all  members  of  the  human  race.  Speaking 
sociologically,  it  is  the  fulfillment  of  the  latest  phase  of 
practical  civilization  which  teaches  men  to  live  together 
justly,  righteously,  and  harmoniously.  Speaking  ethically, 
it  is  an  attempt  to  realize  upon  the  teachings  of  the  man 
of  Galilee  the  duty  of  man  to  his  fellows — of  brotherly 
love  and  sacrifice  for  others.  It  is,  in  fact,  the  ethical  re- 
demption of  the  race.  From  these  two  sources  a  wave  of 
philanthropy  has  generated  and  spread  over  the  world. 
War  and  its  terrors  and  the  suffering  caused  by  it  have 
quickened  the  philanthropic  pulse  and  stimulated  altruis- 
tic motives. 

Simultaneous  with  this  movement  is  the  agitation  for 
universal  democracy  and  social  and  economic  equality,  the 
tendency  of  which  has  been  to  absorb  the  individual  in  the 


192  DEDICATION  EXERCISES 

mass,  and  subject  him  to  a  rule  of  the  many.  It  has  aug- 
mented the  power  of  institutions  and  suppressed  individ- 
ual initiative. 

The  aspects  of  modern  civilization  give  a  vision  of  a 
machine-made  world.  Our  ethics  and  our  economics  and 
our  politics  are  machine-made.  We  go  to  the  industrial 
world  for  our  economic  standards.  Smaller  grows  the  in- 
dividual influence,  greater  the  limiting  power  of  the  mass ; 
everywhere  is  the  command,  fall  in  line.  When  the  so- 
cialist takes  up  the  defense  of  the  individual,  he  ends  with 
making  the  compact  more  binding.  When  the  anarchist 
preaches  his  theory  of  individual  independence,  he  ends  by 
suppressing  liberty  and  increasing  the  dominant  power  of 
authority. 

The  coin  that  formerly  was  bestowed  by  the  giver  to 
relieve  the  immediate  sufferings  of  the  neighbor  now  trav- 
els thousands  of  miles  and  is  administered  by  great  or- 
ganizations to  relieve  distress  and  to  reform  the  human 
race.  The  products  of  the  toil  of  the  laborer  enter  a  great 
economic  system  run  by  power  machinery  and  managed  by 
an  endless  organization  before  it  returns  to  him  the  neces- 
sities of  life.  He  becomes  a  mere  cog  in  the  great  in- 
dustrial machine.  The  churches  and  the  religious  societies 
are  co-operating  in  tremendous  organizations  in  mass  for- 
mation to  carry  the  gospel  to  the  world.  The  former  simple 
duties  of  the  citizen  have  been  extended  to  embrace  a  world 
democracy.  Based  on  the  master}^  of  natural  powers,  the 
industrial  world  becomes  a  vast  mechanism.  Based  on  the 
industrial  mechanism,  society  becomes  a  vast  machine  in 
which  the  individual  sinks  into  insignificance. 

If  one  stands  on  a  lofty  peak  in  the  Sierras  with  the 
broad  expanse  of  the  mountain  ranges  extending  in  every 
direction,  or  gazes  into  the  vast  expanse  of  the  starry 
heavens  above,  the  consciousness  of  the  littleness  of  the 
individual  is  overwhelming.  He  is  powerless,  awe-strick- 


.      EDUCATIONAL  CONFERENCES  193 

en  before  the  great  creation.  Likewise  standing  at  the 
doorway  of  the  future  and  catching  a  vision  of  the  vast 
mechanism  of  society,  the  individual  reaUzes  his  insig- 
nificance. He  lives  his  little  round  of  duties  according  to 
order  and  when  he  has  finished  the  great  social  machinery 
sweeps  on  without  him.  Yet  this  individual  is  greater 
than  a  galaxy  of  the  heavens. 

While  these  great  movements  of  the  social  life  are  to  be 
praised  as  the  products  of  human  endeavor,  is  it  not  time, 
"lest  we  forget,"  to  consider  that  they  depend  for  their  suc- 
cess upon  a  justifiable  individualism;  and  that  without 
this  type  of  individualism  the  industrial,  political,  and  re- 
ligious systems  of  the  world — yes,  the  whole  social  fabric, 
will  eventually  fail.'' 

All  achievement  starts  and  ends  with  the  individual  be- 
ing. He  is  the  material  out  of  which  the  super-structure 
of  civilization  is  reared.  This  little  human  dynamo  is  the 
source  of  power  in  which  the  world  takes  pride.  While 
our  education,  our  religion,  our  social  reform  have  become 
mass  plays,  it  must  be  understood  that  political,  religious, 
or  social  organizations  will  not  in  themselves  redeem  the 
human  mind  from  error  nor  establish  happiness  among 
mankind.  The  world  cannot  be  redeemed  by  formula ; 
men  may  not  be  educated  or  reformed  in  phalanxes.  The 
great  group  activity  of  modern  life  has  thrust  aside  the  in- 
dividual as  an  ideal.  The  old  theory^  that  if  the  individual, 
sound  in  body,  sound  in  mind,  with  sterling  moral  quali- 
ties were  properly  trained  he  would  carr\'  into  the  world 
the  leaven  of  righteousness  and  leaven  the  whole  lump,  has 
been  overshadowed  by  the  gigantic  mass  play  of  social  re- 
form and  human  progress.  The  reason  for  this  change 
has  its  source  in  the  fact  that  the  individual  has  not  been 
transformed  to  satisfy  the  demands  of  the  social  order. 
So  the  conclusion  is  reached  by  many  reformers  that  in- 
dividualism has  no  place  in  social  progress.  The  error  con- 


194  DEDICATION  EXERCISES 

sists  in  repudiation  instead  of  regeneration.  Even  the  so- 
ciologists deny  the  existence  of  the  old  individual  and  de- 
mand a  new  type  created  by  society  itself. 

While  it  is  inevitable  that  this  old-time  individual 
should  be  thrust  aside  as  inadequate  it  is  well  to  remem- 
ber the  source  of  his  creation  and  his  failure  to  function. 
It  should  not  be  forgotten  that  there  is  a  foundation  for 
this  individualism  which  is  deep-seated  in  nature.  Nature 
has  much  to  do  with  the  creation  of  this  neglected  individ- 
ual, and  no  social  formula  that  does  not  recognize  this  can 
hope  to  get  very  far  in  the  improvement  of  the  race.  It  is 
necessary  to  work  with  nature  to  secure  progress ;  even 
then  we  must  be  very  wise,  for  nature  has  no  ideals,  no 
aims,  but  moves  in  accordance  with  well-defined  laws  ex- 
ternal to  self-determination. 

Not  only  are  men  born  into  this  world  with  different 
mental  traits  and  unequal  capacities,  but  their  effort  to 
survive  makes  traits  and  capacities  more  divergent  in  their 
adoption — for  nature's  processes  accentuate  inequalities 
rather  than  diminish  them.  This  same  nature  has  im- 
planted in  man  a  desire  for  individual  survival.  His  first 
interest  was  self-interest ;  his  first  love  was  self-love.  Prim- 
itive morality  increases  the  opportunity  to  survive,  but 
does  not  destroy  the  individual  desires.  The  law  of  sur- 
vival applies  to  man's  spiritual  existence  as  well  as  to  his 
physical  life;  he  desires  spiritual  survival  as  well  as  phys- 
ical. The  chief  difference  rests  in  the  fact  that  primarily 
he  is  governed  by  the  laws  of  organic  evolution,  while  in 
the  spiritual  development  he  sets  up  an  ideal  and  by  effort 
and  will-force  attempts  to  approximate  it.  More  than  this, 
he  seeks  to  raise  the  standard  of  his  ideals,  struggling  to 
higher  planes  of  spiritual  existence.  Yet  there  are  spirit- 
ual difference  and  different  spiritual  capacities.  His  pro- 
cess of  accomplishment  is  through  association  with  his 
fellows.    The  law  of  love  is  added  to  the  law  of  physical 


EDUCATIONAL  CONFERENCES  195 

process.  Even  this  adds  to  his  individual  powers.  He 
solves  the  social  paradox  by  gaining  strength  through  as- 
sisting his  fellows.  He  learns  that  "It  is  more  blessed  to 
give  than  to  receive,"  because  it  is  ethical  and  scientific  as 
well. 

The  environmental  conditions,  social  and  industrial,  fre- 
quently determine  the  character  of  individualism.  In  the 
early  histor)-  of  the  nation  in  a  sparse  population  and  a 
simple  life,  great  emphasis  was  placed  upon  individual  ef- 
fort; indeed  the  master}^  of  a  new  country  demanded  it. 
The  Puritan  conscience  stimulated  it  and  the  moral  doc- 
trines of  the  time  preached  thrift  and  the  accumulation  of 
property  as  necessary  qualities  of  righteousness.  The  laws 
provided  amply  for  the  protection  of  property  rights  and 
the  constitution  perpetuated  and  enforced  them.  The  idea 
of  success  primarily  based  on  righteousness  gradually  came 
to  be  shifted  to  the  accumulation  of  property  as  a  meas- 
ure of  success. 

The  idea  of  early  democracy  enhanced  the  importance 
of  the  individual,  for  democracy  had  for  its  ideal  the  free- 
dom and  independence  of  the  individual.  In  the  mastery 
of  the  Mississippi  Valley  the  stern  efforts  of  the  individual 
to  subdue  the  soil  and  to  build  homes  on  the  frontier  made 
this  individualism  supreme.  Not  until  this  class  of  West- 
ern pioneers  expressed  themselves  at  the  polls  was  real 
democracy  born  in  America.  This  simple,  frugal,  hard- 
working life,  built  on  thrift  and  conscience,  represents  one 
of  the  best  phases  of  American  life. 

But  in  the  latter  part  of  the  nineteenth  century,  with 
increased  wealth,  with  population  of  great  cities  and  the 
development  of  manufactures  by  the  introduction  of  the 
machine,  the  passion  for  great  wealth  changed  the  attitude 
of  the  individual.  The  glor}-  of  the  individual  was  not  in 
achievement  of  moral  values,  but  success  was  measured 
by  the  accumulation  of  wealth.  Gradually  the  individual 


196  DEDICATION   EXERCISES 

became  commercialized  and  spurious,  and  group  activity 
became  dominant. 

The  same  laws  of  survival  apply  to  the  organized 
group  in  its  relation  to  other  groups.  While  the  progress 
of  the  law  of  love  and  the  establishment  of  justice  among 
men  has  been  slow  to  manifest  itself,  individuals  in  their 
relations  to  one  another  may  obey  and  practice  it,  but  as 
soon  as  they  become  members  of  a  group  they  follow  the 
group.  Too  frequently  a  group  organized  economically, 
politically,  or  religiously,  seeking  its  own  survival,  man- 
ifests all  the  fangs  and  claws  of  red-handed  nature.  It 
proposes  to  survive  in  its  contest  with  other  groups  by  de- 
struction or  domination  of  its  enemies.  A  person  may  be 
to  all  intents  and  purposes  a  Christian,  but  when  he  joins 
such  a  group  the  result  of  his  action  is  pagan.  The  group 
becomes  non-ethical,  and  no  ethical  social  order  can  be 
put  into  practice  where  communities  are  dominated  by 
selfish  groups  struggling  with  each  other  for  supremacy 
and  destroying  and  trampling  upon  the  rights  of  individ- 
uals. 

I  know  a  man  who  appears  to  be  honest  in  his  dealings 
with  his  neighbors  and  a  devout  member  of  the  church 
but  who  strikes  hands  with  political  demagogues  and  shy- 
sters, and  develops  a  venal  political  gang.  I  know  a  man 
who  in  all  his  personal  dealings  with  his  neighbors  and 
friends  is  controlled  by  the  law  of  social  ethics,  but  he 
joined  an  incorporated  body  of  citizens  who  were  seeking 
to  amass  wealth  regardless  of  social  welfare.  He  became 
one  of  the  predatory  band  combined  to  carr}^  out  his 
selfish  purpose  regardless  of  the  effect  on  the  rights  of  in- 
dividuals and  of  community  welfare.  As  an  individual  he 
is  a  Christian,  as  a  member  of  the  corporation  he  is  a  pagan 
dwelling  with  pagans  and  fighting  a  pagan's  battle. 

We  have  not  been  able  to  project  our    idealism    into 
practical  life.   Practically  we  are  ruled  by  commercialism, 


EDUCATIONAL  CONFERENCES  197 

we  are  materialists ;  theoretically  we  are  spiritual.  A  man 
will  talk  democracy,  swear  by  the  principles  of  Jefferson 
and  the  Constitution,  talk  justice  and  equality  to  all,  and 
then  enter  a  combination  with  his  fellows  to  put  over  a 
political  scheme  or  commercial  combination  for  the  per- 
petuation of  group  selfishness.  If  he  could  be  oriented  from 
practice  he  is  a  Christian  and  a  democrat,  but  as  part  of 
a  group  he  is  an  autocrat  and  a  pagan.  Individually  and 
theoretically  he  is  controlled  by  the  law  of  love,  but  as  a 
member  of  a  group  he  is  controlled  by  organic  evolution 
or  the  survival  of  the  fittest.  As  an  individual  he  is  spirit- 
ual ;  as  a  member  of  the  group  he  is  materialistic.  Until 
this  spiritual  life  can  be  made  to  permeate  all  activities, 
large  or  small,  we  ma}'  not  hope  for  a  homogeneous  work- 
ing society. 

In  the  social  ethics  of  the  business  world  the  German 
people  ranked  high,  but  Germany  as  a  political  group  was 
non-ethical.  She  was  red-handed  in  a  ruthless  struggle 
for  survival.  She  taught  and  practiced  dominance  at  the 
expense  of  others.  As  a  nation  she  was  a  monster  of  moral 
apostasy.  The  individual  conscience  was  submerged  by 
the  selfish  greed  of  the  group,  and  until  that  individual 
conscience  is  again  free  to  act  there  is  no  hope  of  a  regen- 
erated Germany.  The  whole  world  has  revealed  the  sel- 
fishness of  the  political  and  the  economic  group.  The  only 
redemption  is  the  leavening  influence  of  the  quickened 
conscience  and  consecrated  will  of  the  individual. 

Again,  the  problems  of  the  practical  life  enforce  the  idea 
of  individualism.  To  make  better  individual  men  and 
women  is,  after  all,  the  universal  aim  of  the  social  process. 
If  a  teacher  in  a  college  or  university  did  not  make  better 
men  and  women  of  those  under  his  direction,  he  would  be 
an  acknowledged  failure.  If  a  minister  of  the  gospel  did 
not  make  better  men  and  women  of  those  under  his  care 
he  would  be  an  admitted  failure.  But  is  the  principle  in- 


198  DEDICATION  EXERCISES 

volv^d  in  regard  to  the  employer  of  labor  different?  The 
man  in  control  of  the  shoe  factory  is  doing  a  great  public 
service  when  he  co-operates  with  labor  to  make  good  shoes 
for  the  public,  but  has  he  done  his  full  duty  as  trustee  for 
social  production,  unless  he  makes  better  men  and  women 
of  those  in  his  employ?  Has  the  great  railroad  company 
fulfilled  its  whole  duty  when  it  has  furnished  transporta- 
tion at  a  reasonable  rate?  Should  it  not  be  held  responsible 
for  making  better  men  and  women  of  those  in  its  employ? 
Capital  and  labor,  employer  and  employee,  co-operate  to 
make  a  finished  product  for  the  service  of  mankind.  Should 
they  not  co-operate  in  making  better  men  and  women? 
Tradition  has  said  that  the  preacher  and  the  teacher  are 
missionaries  of  moral  responsibility.  Are  they  any  more 
responsible  for  the  welfare  of  those  associated  with  them 
in  their  business  than  those  who  control  the  great  bus- 
iness enterprises  around  which  cluster  the  masses  of  hu- 
manity? No  man  has  a  right  to  individual  control  of 
business  solely  for  his  own  gain;  no  one  is  justifiable  in 
his  individualism  who  does  not  assume  responsibility  for 
the  moral  and  economic  condition  of  those  with  whom  he 
associates.  The  only  individualism  that  is  justifiable  is 
that  which  is  built  up  in  the  service  of  others. 

The  labor-capital  problem  is  still  unsolved.  Indeed,  un- 
der present  conditions  it  is  a  menace  to  justice.  How  little 
we  know  about  it ;  how  little  the  contending  parties  know 
of  each  other!  The  main  difficulty  is  found  in  misunder- 
standing. There  is  too  much  mass  treatment  of  humanity, 
and  too  little  opportunity  for  the  exercise  of  individual 
choice  and  responsibility.  All  our  social  work  with  the 
laboring  population  has  left  the  great  problem  unsolved. 
Irregularity  of  employment,  subservience  to  forces  beyond 
his  control  and  no  security  of  life,  make  the  laborer  an 
irregular  and  irresponsible  worker,  and  an  irregular  and 
irresponsible  man. 


EDUCATIONAL  CONFERENCES  199 

The  great  problem  of  the  relation  of  organized  capital 
and  organized  labor  today  hinges  on  the  status  of  the  in- 
dividual laborer.  What  does  he  want?  True,  he  wants  a 
living  wage,  but  greater  than  this  is  his  desire  for  oppor- 
tunity to  be  somebody.  With  him  the  job  with  a  living 
wage  is  a  means  to  an  end.  He  wants  approbation;  he 
wants  the  human  touch  of  life  more  than  anything  else. 
He  wants  a  belief  in  himself  as  an  individual.  He  wants 
an  opportunity  to  show  his  fellows  in  his  group  the  kind 
of  workman  he  is,  and  not  to  be  a  mere  cog  in  a  compli- 
cated machine.  Until  he  has  an  opportunity  for  this  ap- 
preciation he  will  not  be  a  successful  individual.  He  must 
appreciate  the  importance  of  his  work  and  be  made  to 
feel  that  he  is  rendering  an  appreciated  service.  Funda- 
mentally a  living  wage  and  shorter  hours  of  labor  are 
necessary,  but  this  will  not  solve  the  labor  problem. 

The  desire  to  become  part  manager  in  the  business 
does  not  dominate  the  individual  laborer  to  the  extent 
which  agitators  and  writers  seem  to  indicate.  Deep  in  his 
heart  he  wishes  friendly  co-operation  with  others  in  mak- 
ing better  living  conditions  with  liberty  of  action  as  a  man. 
He  does  not  want  charity,  he  does  not  want  philanthropy, 
he  does  not  want  to  be  patronized,  he  wants  to  be  a  man 
am.ong  men.  Wherever  this  fundamental  cause  does  not 
exist  among  laborers  it  should  be  inculcated,  for  only 
through  this  can  self-respect  and  character  be  developed. 

The  independent  conscience  is  submerged  in  group 
activity.  The  group  is  frequently  lacking  in  ethical 
nature.  Its  conscience  is  not  the  conscience  of  the  in- 
dividual members  of  the  group.  It  has  not  been  grounded 
in  moral  principle,  for  it  is  still  a  provincial  race  morality. 
But  failure  of  individual  conscience  cannot  be  overcome 
by  group  morality  or  by  group  action  of  any  kind. 

Individual  morality  must  be  put  on  a  higher  plane. 
It  must  be  based  on  keen  insight,  a  quickened  conscience, 


200  DEDICATION  EXERCISES 

and  an  individual  responsibility  of  life.  More  of  its  ideal- 
ism must  be  merged  into  the  practical  service  to  the  larger 
humanity  of  mankind.  Ideals  must  be  reduced  to  a 
working  basis.  We  need  a  new  individualism,  not  of 
Adam  Smith,  of  John  Locke,  nor  indeed  the  individualism 
of  the  early  pioneers  of  American  achievement,  but  an  in- 
dividualism that  rises  supreme  in  conscience  and  char- 
acter above  the  fogs  of  social  order.  This  new  indi- 
vidualism is  not  triumphant  overlordship  of  fellow  work- 
ers, but  one  whose  right  to  existence  is  founded  on  indi- 
vidual character  and  social  achievement.  This  individ- 
ualism must  have  a  broader  base  than  mere  earning  capa- 
city; it  is  the  individualism  of  service;  it  is  the  glory  of 
excellence  of  work,  of  accomplishment,  something  worth 
while;  it  is  a  disinterested  attempt  to  put  value  into  the 
world,  not  an  inglorious  attempt  to  take  unto  itself  the 
products  of  what  others  have  wrought. 

Before  this  old  individualism  is  transformed,  a  social 
justice  must  prevail  that  gives  each  one  an  opportunity 
for  life  and  success.  It  is  the  long  sought  square  deal  of 
humanity.  Jealousy  and  env)'  of  individual  rights  and 
privileges  must  be  replaced  by  zeal  for  social  responsibility. 
To  survive  in  the  modern  social  order,  is  to  be  the  best 
as  well  as  the  fittest.  No  individual  may  achieve  real 
success  at  the  expense  of  the  suffering  and  failure  of  his 
fellows.  Through  necessar)^  organization  of  effort  a  great 
social  machine  was  developed  in  which  the  ordinan,^  in- 
dividual became  a  mere  cog.  Only  those  who  by  insight 
or  ruthless  endeavor  were  able  to  control  the  commercial 
and  industrial  forces  became  dominant  individuals.  These 
became  the  group  that  is  known  as  profiteers.  To  take 
profit  becomes  the  ideal  of  life.  The  simple  righteousness 
of  individual  thrift  thus  becomes  a  menace  to  social  order, 
when  worked  out  with  multiplied  power  of  industrial  de- 
velopment and  industrial  opportunit}'.     This  incongruity 


EDUCATIONAL  CONFERENCES  201 

of  democratic  life  led  to  a  call  for  social  service.  But 
social  service  failed  to  remedy  the  deep-seated  evils  en- 
gendered by  the  enormous  importance  placed  on  the  own- 
ership of  wealth.  The  next  phase  of  thought  was  to  do 
away  with  individualism  and  develop  socialism,  commun- 
ity ownership  and  equality  in  the  production  and  the  use 
of  wealth.  This  idea  has  degenerated  into  the  extreme  rad- 
icalism of  today,  which  is  nothing  more  than  an  attempt 
to  put  into  practice  the  spurious  doctrines  of  Marxian 
socialism.  Socialization  of  the  conscience  and  the  will, 
and  indeed  of  the  memory,  will  succeed  but  socialization 
of  property  will  not. 

Instead  of  seeking  a  remedy  in  the  extension  of  in- 
dividualism it  should  be  sought  in  creating  a  new  regen- 
erated individualism — an  individualism  that  seeks  to  sur- 
vive only  through  co-operation  with  and  service  to  others. 
The  individual  who  has  accumulated  wealth  thus  be- 
comes a  trustee  of  that  wealth  with  a  view  to  the  better- 
ment of  society.  This  might  be  extended  to  all  powers  of 
the  individual,  inherited  or  obtained  through  education. 
He  becomes  a  trustee  of  those  powers  for  social  better- 
ment. 

Our  educational  system  is  showing  the  dominance  of 
the  social  order.  The  growth  of  higher  educational 
institutions  has  conformed  to  an  expanding  civilization; 
first,  the  college  following  the  main  thought  of  the  English 
universities,  with  the  main  purposes  of  educating  min- 
isters and  Indians ;  then  the  college  of  liberal  learning  for 
the  educated  few,  emphasizing  the  classics  and  the  literary 
studies,  and  introducing  natural  science  and  modern 
languages,  histor}^  and  political  science  and  sociology; 
then  the  special  schools  of  medicine,  law,  and  engineering ; 
and  finally,  vocational  training.  Gradually  the  field  of 
education  has  been  expanded  to  teach  ever}^thing  that  the 
variety  of  life  of  the  public  demanded.     Gradually  the 


202  DEDICATION  EXERCISES 

plans  of  college  education  were  lowered  to  take  in  all 
classes  of  people.  An  institution  once  sacred  to  the  few 
elect  becomes  a  place  where  the  sons  and  daughters  of 
wage  earners,  artisans,  professional  people,  the  rich  and 
the  poor  from  every  walk  of  life  mingle  together  on  a 
common  basis.  This  no  doubt  is  as  it  should  be,  but  the 
excessive  demand  of  the  public  has  forced  the  program 
of  the  college  to  educate  everybody  in  everybody's  own 
way.  As  a  result  we  have  developed  quantity  schools  in- 
stead of  quality  schools,  and  have  mass  education  instead 
of  individual  instruction.  We  have  been  forced  to  teach 
subjects  rather  than  teach  men  and  women.  We  have  paid 
too  little  attention  to  superiors  and  wasted  our  energv  in 
trying  to  elevate  mediocrity. 

What  is  needed  is  to  return  to  the  starting  point  of  de- 
marcation, and  build  up  a  new  individualism  in  educa- 
tion. 

It  is  common  talk  that  colleges  develop  leadership,  but 
the  selection  and  training  of  leaders  is  not  practiced.  Too 
many  of  the  thousands  who  attend  our  colleges  are  theie 
because  it  is  a  mode  of  life,  or  because  of  a  desire  for  com- 
mercialized use  of  education.  Each  year  the  tide  of  high 
school  graduates  rises ;  each  year  more  flow  into  the  uni- 
versities and  colleges.  The  remedy  is  found  in  more  and 
better  equipment,  better  teachers,  fewer  students  per  teac  li- 
er  and  individualism  in  instruction,  and  a  better  system 
of  weeding  out  those  who  are  not  inspired  to  higher  learn- 
ing. A  college  education  is  a  sacred  thing,  something  to 
be  cherished  in  itself,  something  to  be  consecrated  to  the 
service  of  others.  In  the  school  as  elsewhere  in  life  there 
are  two  classes  of  people,  those  who  do  the  work  and  those 
who  <j;et  in  the  way.  Too  much  energy  is  spent  on  the 
latter  class  and  too  little  on  the  former. 

In  the  dedication  of  a  great  hall  like  this  to  higher  learn- 
ing, let  us  see  to  it  that  it  is  for  the  high  purposes  of  schol- 


EDUCATIONAL  CONFERENCES  203 

arship,  intellectual  and  moral  integrity,  and  social  service, 
and  that  students  shall  not  be  taught  en  masse,  but  as  in- 
dividual minds  to  be  trained  and  individual  characters  to 
be  developed,  that  leaders  in  science,  religion,  social  order, 
and  statescraft  shall  not  be  wanting  in  the  land. 

Our  education  should  seek  to  give  moral  vision  of  life 
and  moral  achievement  as  the  special  estimates  of  success. 
There  is  danger  in  excessive  vocational  training  because 
the  basic  principle  is  the  power  of  the  dollar  to  achieve 
success.  To  give  people  intellectual  integrity  to  teach 
them  to  see  straight,  and  moral  integrity  to  do  right,  to 
set  higher  ideals  and  teach  men  to  follow  them,  is  more 
important  than  to  teach  them  the  process  of  the  accumu- 
lation of  wealth.  Our  schools  are  teaching  much  sociology, 
which  after  all  is  for  the  purpose  of  understanding  society 
and  of  causing  people  to  live  together  harmoniously  and 
justly,  without  waste  of  individual  or  social  energy.  All 
should  be  prepared  to  serve  society  and  many  should  be 
trained  in  the  principles  and  practice  of  social  direction. 
There  is  need  today  of  social  engineers  as  well  as  civil,  me- 
chanical, and  chemical  engineers.  Society  has  become 
such  a  great  machine  that  it  must  be  directed  by  experts. 
We  need  to  know  how  to  live  together  in  harmonious  co- 
operation. The  World  War  with  all  its  horrors  is  but 
a  brutal  acknowledgement  that  we  have  not  yet  learned 
how  to  live  harmoniously  and  justly.  James  Bryce  in 
his  latest  book  asserts  that  Christianity  is  not  practiced. 
Social  revivals,  humane  laws,  social  service,  sweeping  re- 
forms, religious  propaganda,  all  good  in  themselves,  will 
not  suffice.  The  individual  material  out  of  which  the  so- 
cial superstructure  has  been  reared,  is  the  crux  of  the 
whole  matter.  If  we  would  build  wisely  we  must  have 
better  material. 

Let  our  education  see  to  it  that  this  individual  shall  be 
well  born,  well  trained  in  body  and  in  mind,  sound  in 


204  DEDICATION  EXERCISES 

moral  ideals,  effective  in  moral  practice,  and  filled  with 
a  spirit  of  service  to  others.  Let  him  pride  himself  in  his 
individualism  as  an  instrument  for  the  betterment  of  the 
race  and  he  will  possess  a  justiflahle  individualism.  More- 
over let  him  abide  by  the  teachings  of  the  Man  of  Galilee, 
and  his  justifiable  individualism  will  become  a  glorified 
individualism. 


EDUCATIONAL  SOCIAL  WORK  IN 
NORTH  CAROLINA 

EUGENE  C.   BRANSON. 

Head  of  the  Department  of  Rural  Economics  and  Sociology, 
University   of   North    Carolina. 

Seven  out  of  every  ten  families  in  North  Carolina  live 
outside  of  towns  and  cities  of  any  type  or  size.  There  are 
also  seven  rural  families  to  the  square  mile  throughout  the 
state.  They  are  located  out  in  farm  communities  but  in 
solitary  dwellings.  They  settled  in  social  isolation  in  an 
earlier  day,  and  so  they  remain.  The  inward  urge  to  or- 
ganization has  been  small,  and  the  excessive  private-local 
public  laws  of  the  state  reflect  the  dominant  private-local 
mindedness  of  the  people.  But  North  Carolina  now  is 
moving  out  of  private-mindedness  into  civic  and  social 
mindedness. 

In  North  Carolina  more  than  half  the  dwellings  in 
town  and  countr)^  districts  are  occupied  by  renters.  This 
is  similar  to  the  situation  in  the  L^nited  States  as  a  whole 
where,  according  to  the  1920  census,  55,000,000  people  out 
of  92,000,000  were  landless  and  homeless — a  sorry  state  of 
affairs  in  a  countr}^  where  there  are  so  many  idle,  wilder- 
ness acres.  In  North  Carolina  1,200,000  people,  of  both 
races,  are  landless  and  homeless — cultivating  other  peo- 
ple's acres  and,  like  poor  Dante,  going  up  and  down  other 
people's  stairs.  Our  farm  tenants  are  pilgrims  and  so- 
journers, with  no  stake  in  the  land.  They  are  forever 
seeking  new  fields  and  have  little  chance  to  develop  "an 
abiding  interest  in  schools  and  churches,  in  good  roads, 
public  sanitation,  in  local  law  and  order,  in  community 
organizations  and  enterprises  for  progress  and  prosperity. 


206  DEDICATION  EXERCISES 

welfare  and  well-being."*  The  fatal  law  governing  these 
circumstances  is:  The  more  populous  and  prosperous  a 
community  becomes,  the  fewer  the  people  who  live  in 
homes  of  their  own,  and  the  larger  the  multitude  of  ten- 
ants and  renters. 

Isaiah's  analysis  of  the  cause  is  correct  when  he  says 
that  it  lies  in  joining  house  to  house  and  laying  field  to 
field  until  no  place  is  left  in  the  earth  for  the  poor. 

In  North  Carolina  we  are  seeking  the  way  out  along 
three  lines:  (1)  in  establishing  co-operative  credit  unions 
among  groups  of  small  wage  earners  and  among  our  farm- 
ers, under  our  present  co-operation  laws;  (2)  in  a  large 
expansion  of  business  by  our  building  and  loan  associa- 
tions; and  (3)  in  a  proper  progressive  land  tax,  modeled 
on  the  New  Zealand  laws,  which  have  now  been  operating 
for  twenty-five  years  or  more. 

The  modus  operandi  by  which  the  University  is  assisting 
in  the  solution  of  rural  problems  in  North  Carolina,  such 
as  the  problem  which  has  been  briefly  described,  is  illus- 
trated by  the  University  News  Letter  and  by  the  State  and 
County  Clubs.  The  News  Letter  is  a  weekly  publicity 
news  sheet  which  goes  directly  into  20,000  homes  of  North 
Carolina  for  fifty-two  weeks  of  the  year.  It  goes  free  of 
charge  to  everybody  who  wants  it  and  writes  for  it.  It  is 
a  weekly  message  from  the  University  to  the  people  of 
North  Carolina.  The  University  News  Letter  is  not  a  col- 
lege gossip  sheet,  nor  a  college  advertising  sheet.  It  is  a 
publication  which  for  seven  years  has  been  giving  the  re- 
sults of  nearly  800  studies  that  have  been  made  in  the 
fields  of  local  economics,  sociology,  and  civics  in  North 
Carolina. 

The  work  on  which  the  News  Letter  articles  are  based 
is  done  by  volunteer  students  and  members  of  the  faculty 
of  the  University.  These  volunteers  from  year  to  year 
number  about  one  hundred.     When    the    work    by    the 

•E   C.  Branson,  The  University  of  North  Carolina  Record,  January,  1921,  pp.  62fF. 


EDUCATIONAL  CONFERENCES  207 

students  attains  to  the  laboratory  standards  of  the  Depart- 
ment of  Rural  Economics  and  Sociology  it  receives  regu- 
lar university  credit. 

The  idea  behind  the  News  Letter  is  that  the  specific  job 
of  the  social  sciences  is  that  of  helping  people  to  become 
competently  aware  of  the  problems  of  life  and  livelihood, 
of  arousing  social  consciousness,  of  assisting  the  people  to 
understand  the  civic  concerns  and  interests  of  the  state. 
To  build  up  a  robust  sense  of  social  and  civic  responsibility 
is  a  tremendous  task  for  a  university,  and  we  are  trying 
to  do  it  without  having  Harvard  or  Columbia  in  the  tail  of 
our  eye,  but  with  our  eye  full  upon  the  people  of  North 
Carolina,  whom  we  are  trying  to  serve. 

The  work  of  the  county  clubs  is  illustrated  by  the  ac- 
tivities, for  example,  of  the  forty-seven  men  in  the  Univer- 
sity this  year  from  Johnston  County,  which  is  in  the  very 
heart  of  the  cotton  belt.  They  are  grouped  as  the  John- 
ston County  Club,  not  for  the  purpose  of  having  their 
pictures  taken  for  the  college  year  book,  but  to  study 
Johnston  County.  They  publish  a  bulletin  containing  ten 
or  twelve  brief  chapters  or  so,  on  historical  backgrounds, 
natural  resources  and  opportunities,  manufacturing  in- 
dustries, the  folks  and  their  social  problems,  wealth  and 
taxation,  farm  conditions  and  practices,  school  conditions, 
and  so  on.  One  chapter  is  entitled,  "Where  Johnston 
County  Lags,"  and  another,  "Where  Johnston  County 
Leads,  and  The  Way  Out."  They  study  their  home 
county,  and  rank  it  in  nearly  400  different  particulars  with 
every  other  country  in  the  state.  They  find,  for  instance, 
that  Johnston  County  has  $270  per  inhabitant  in  automo- 
bile wealth,  but  only  $14  per  inhabitant  invested  in  pub- 
lic school  property;  that  Johnston  County  ranks  fifth  in 
automobile  wealth,  but  only  98th  in  public  school  wealth; 
or  second  in  cotton  production  and  only  75th  in  home 
and  farm  ownership.    These  figures  are  merely  illustrative. 


208  DEDICATION  EXERCISES 

Ten  such  intensive  county  studies  are  in  print  and 
eight)^  more  are  read)'  for  the  printers,  when  the  counties 
get  ready  to  pay  the  pubhcation  costs. 

The  effect  of  these  bulletins  is  dynamic.  They  give 
the  people  for  the  first  time  a  chance  to  look  at  their  home 
county  in  comparison  with  ever)'  other  county  in  the  State. 
These  studies  give  college  men  an  opportunity  to  relate 
culture  to  citizenship  and  learning  to  life.  They  are  en- 
abled to  climb  up  and  peep  over  the  rim  of  the  campus 
bowl  into  the  affairs  of  the  big  wide  world  where  in  a  year 
or  two  they  will  rise  or  fall  according  to  their  competent 
acquaintance  with  life  in  the  large,  and  their  power  of 
mastery  over  themselves  and  the  situations  that  confront 
them. 

The  University  News  Letter  has  brought  the  people  to 
believe  that  the  University  of  North  Carolina  is  not  think- 
ing first  and  most  about  itself,  but  first  and  most  about 
North  Carolina.  The  State  and  the  County  Clubs,  based 
on  the  work  in  the  regular  courses  for  college  and  gradu- 
ate students  in  rural  economics  and  sociology,  are  giving 
a  wholesome  publicity  to  the  economic,  social  and  civic 
problems  of  the  state. 


OUTDOOR  RELIEF  WORK  IN 
LOS  ANGELES  COUNTY 

By  D.  F.  McLaughlin 

Assistant   Superintendent   of  Charities  of  Los  Angeles. 

The  main  phases  of  the  public  charities  of  Los  Angeles 
County  are  represented  by  the  county  hospital,  the  county 
farm,  and  outdoor  relief.  For  the  purpose  of  meeting  the 
outdoor  relief  needs  the  county,  including  the  City  of  Los 
Angeles,  is  divided  into  several  sections.  The  city  is  di- 
vided into  four  districts.  Outside  the  city  is  the  North 
Coast  District,  embracing  the  Santa  Monica  Bay  region, 
San  Fernando  Valley,  and  the  Antelope  Valley  to  the 
Ventura  County  line.  The  Border  District  embraces  the 
San  Gabriel  Valley,  including  Monrovia,  Pomona,  Azusa 
and  other  suburban  towns.  South  Coast  or  "Shoestring" 
District  embraces  the  territory  of  Watts,  Compton,  Gar- 
dena  and  Inglewood,  and  suburban  towns  including  San 
Pedro  and  Redondo.  For  Long  Beach  there  is  a  triangular 
arrangement  between  the  City  of  Long  Beach,  the  Long 
Beach  Welfare  League  and  the  County  Outdoor  Relief 
Division.  For  Pasadena  there  is  a  co-operative  arrange- 
ment between  the  City  of  Pasadena  and  the  Outdoor  Re- 
lief Division.  The  outdoor  relief  for  the  aged  is  organized 
separately  under  the  direction  of  a  supervisor  who  handles 
only  cases  of  this  type. 

The  Outdoor  Relief  Division  has  fifty-nine  employees. 
Of  this  number  thirty-one  are  field  visitors  and  ten  are 
student  visitors,  five  conduct  the  work  of  the  salvage 
bureau,  and  the  remainder  are  executives  or  clerks.  Dur- 
ing the  current  fiscal  year  (revised  to  June  30,  1921),  the 
total  amount  of  money  expended  for  outdoor  relief  by  the 


210  DEDICATION  EXERCISES 

Division  was  $536,491.18.  Of  this  sum  the  total  outdoor 
reUef  care  of  children  amounted  to  $236,758.32.  This  in- 
cludes both  state  and  county  aid.  The  transportation  of 
indigents  back  to  their  home  counties  in  various  parts  of 
the  United  States  cost  $22,422.00.  The  cost  of  admin- 
istering the  entire  outdoor  relief  by  the  Division  was  $83,- 
969.87,  or  a  total  overhead  of  13.54  per  cent. 

During  the  fiscal  year  (revised  to  June  30,  1921),  the 
causes  of  dependency  varied  widely.  Of  4,391  cases  in 
which  primary  cause  was  checked,  twenty-nine  sets  of 
factors  were  found.  These  are  noted  in  the  accompanying 
table: 


Per  Cent 

Accident,  general 

73 

1.7 

Accident,  industrial 

47 

1.1 

Acute  illness 

43« 

10.0 

Blindness 

80 

1.8 

Bad  housing 

10 

.2 

Chronic  disability 

586 

13.3 

Death  in  family 

82 

1.9 

Death  of  breadwinner 

332 

7.5 

Desertion 

320 

7.3 

Epilepsy 

16 

.4 

Feeble-mindedness 

36 

.8 

Ignorance  of  English 

S 

.1 

Illegitimacy 

22 

5.0 

Imprisonment 

96 

2.2 

Insanity 

67 

1.5 

Insufficient  employment 

859 

19.5 

Intemperance 

7 

.2 

Maternity 

96 

2.2 

Non-support 

121 

2.8 

Occupational  disease 

2 

.04 

Old  age 

490 

11.2 

Poorly  paid  employment 

35 

.8 

Strikes 

1 

.02 

Tendency  to  beg 

21 

.5 

Tuberculosis 

307 

7.0 

Unemployed  ex.  ab. 

88 

2.0 

14 

.3 

56 

1.24 

84 

1.9 

EDUCATIONAL  CONFERENCES  211 

Venereal  disease 
Incompetency 
Other  causes 

4,391  100.0 

On  Januan'  10,  1921,  one  of  our  visitors  was  assigned 
to  analyze  case  records  in  order  to  ascertain  the  number  of 
unemployed  among  the  cases  handled,  and  through  this 
operation  we  have  been  able  to  secure  employment  for  ap- 
proximately 500  individuals  during  the  last  six  months. 
This,  accomplished  at  a  time  when  the  unemployment 
situation  is  acute,  is  gratifying. 

In  the  accompanying  table  it  will  be  seen  that  insuffici- 
ent employment  is  a  primary  cause  in  nineteen  and  one- 
half  per  cent  of  the  total  cases — normally,  in  recent  years, 
this  cause  has  operated  in  about  four  per  cent  of  the  cases. 

We  are  trying  to  work  out  a  new  idea  for  handling  de- 
pendent children.  Children  should  not  be  placed  on  pro- 
bation or  brought  into  the  juvenile  court  simply  because 
they  are  poor.  The  plan  now  being  tried  is  one  whereby 
dependent  children  are  removed  from  the  jurisdiction  of 
the  juvenile  court  and  placed  under  the  jurisdiction  of 
public  aid.  Of  the  5,062  children  who  are  now  under  the 
care  of  the  Outdoor  Relief  Division,  less  than  one  per 
cent  are  in  institutions  and  only  four  and  one-half  per  cent 
are  in  foster  homes. 

Another  problem  is  represented  by  the  indigent  "aged 
couple."  A  husband  and  wife  who  have  lived  together  for 
years  should  not  be  obliged  to  separate  when  they  are  poor 
and  dependent  on  the  state  for  aid.  Our  Division  en- 
deavors to  see  that  such  people  are  not  segregated. 

One  of  the  most  serious  problems  is  that  of  the  blind. 
When  they  come  to  the  Division  they  are  usually  unable 
to  work,  and  are  entirely  dependent  upon  the  county  or 
state  for  support.    We  are  teaching  them  to  make  furniture 


212  DEDICATION  EXERCISES 

and  other  useful  articles  and  are  preparing  them  to  obtain 
positions  and  to  make  their  own  living. 

Through  the  salvage  bureau,  we  are  teaching  women  to 
sew  and  make  their  own  and  their  children's  clothes ;  we 
are  teaching  them  to  operate  machines,  and  in  other  ways 
helping  them  to  be  self-supporting.  The  education  of 
countless  people  is  far  behind  their  opportunities. 

A  large  amount  of  poverty  is  caused  by  the  fact  that 
people  are  allowed  to  get  into  "blind  alley"  work.  For  in- 
stance, the  boys  in  the  messenger  service  have  to  work 
where  they  can  make  some  money  and  help  pay  home  ex- 
penses, but  otherwise  the\'  are  forgotten  and  allowed  to  go 
their  own  way,  which  often  leads  them  into  shooting  dice 
in  alleys,  and  to  wasting  their  energies.  Waves  of  in- 
dustrial unrest  are  often  caused  by  the  fact  that  there  are 
too  many  working  people  who  are  resting. 

The  best  way  for  the  public  to  co-operate  in  helping  in 
relief  work  in  this  county  is  by  keeping  in  touch  with  our 
Confidential  Exchange,  which  comprises  approximately 
38,000  registrations  of  applicants  for  relief.  Whenever  a 
citizen  meets  an  applicant  for  relief,  he  should  report  to 
the  Confidential  Exchange  primarily  to  ascertain  if  the  ap- 
plicant is  already  being  helped,  and  also  to  learn  if  the  Ex- 
change knows  anything  concerning  the  applicant's  past. 
By  co-operation  between  the  Exchange  and  the  public  in 
general,  including  teachers,  nurses,  doctors,  dentists,  and 
others,  much  duplication  of  effort  may  be  avoided  and 
definite  results  may  be  accomplished. 


PROBLEMS  OF  SELF-GOVERNMENT 
AT  THE  GEORGE  JUNIOR  REPUBLIC 
CHINO,  CALIFORNIA 

By  GEORGE  S.  SUMNER. 
Head   of   the   Department    of   Economics   and    Sociology,    Pomoiia    College 

The  George  Junior  Republic  that  is  located  near  Chino, 
California,  aims  to  develop  self-control  and  self-respect  in 
all  its  citizens.  The  number  of  boys  averages  about  eighty 
— forty  to  sixty  per  cent  of  whom  are  committed  by  the 
Juvenile  Court,  the  remainder  being  placed  in  the  Repub- 
lic by  parents.  The  group  is  selected;  the  Republic  aims 
to  take  boys  who  need  what  it  can  give  and  who  can  re- 
spond to  what  it  can  give.  Among  the  handicaps  is  the 
fact  that  courts  and  parents  try  to  send  too  many  indi- 
viduals who  will  not  respond  and  cannot  be  helped.  None 
are  admitted  under  fourteen  years  of  age  and  none  over 
eighteen.  Special  care  is  taken  not  to  admit  any  feeble- 
minded or  morons. 

The  Republic  has  the  most  effective  school  system  of 
its  type  that  there  is  on  the  Pacific  Coast,  with  interest  in 
different  lines,  particularly  in  agriculture.  This  school  is 
conducted  in  connection  with  the  state  school  system,  but 
with  men  who  are  selected  because  they  can  contribute, 
through  their  special  ideals,  to  better  character.  The  Re- 
public tries  to  build  up  self-control  and  self-respect  as 
a  means  toward  making  better  citizens.  Boys  are  at  the 
Republic  because  they  have  not  been  able  to  resist  tempta- 
tion, hence  some  time  is  required  for  them  to  become  good 
citizens — how  long  is  determined  by  the  character  of  the 
individual. 

Since  the  Republic  has  a  system  of  self-government,  the 


214  DEDICATION  EXERCISES 

question  immediately  arises,  What  problems  of  govern- 
ment are  the  boys  able  to  handle?  There  are  some,  of 
course,  that  they  cannot  solve,  and  it  is  much  better  when 
these  are  taken  care  of  by  the  regular  Republic  officials. 
These,  however,  are  few  in  number.  With  the  coming  and 
going  of  boys  the  line  of  demarcation  varies.  When  new 
boys  enter  the  Republic  they  feel  that  some  of  the  prob- 
lems handled  by  the  officials  should  be  taken  care  of  by 
the  boys,  and  the  classification  must  be  made  again.  The 
Junior  Republic  citizens  must  have  a  limited  jurisdiction 
in  the  same  way  that  citizens  of  a  city  are  limited.  Then 
the  question  arises,  Who  is  to  judge  whether  a  specific 
problem  comes  under  the  jurisdiction  of  the  boys  or  of  the 
officials .''  The  boys  have  compared  their  laws  with  the  code 
of  the  city  and  state,  and  have  decided  that  problems  which 
fall  under  the  jurisdiction  of  the  justice  or  police  courts 
can  be  settled  by  themselves,  while  those  which  are  gov- 
erned by  the  higher  courts  must  be  settled  by  the  officials. 
Any  institution  that  is  successful  must  be  a  living  insti- 
tution. It  must  not  be  too  mechanical.  It  is  natural  and 
normal  for  the  boys  to  want  to  make  changes  and  they 
must  be  allowed  to  discuss  many  questions.  Very  fre- 
quently, if  left  to  themselves,  they  accept  the  thing  they 
have  been  objecting  to,  and  sometimes  they  suggest  even 
better  methods  than  those  in  operation. 

Of  what  does  self-government  consist.? 

1.  Passing  the  laws  or  ordinances,  and  repealing  those 
that  have  become  obsolete.  A  small  group  of  officers 
among  the  boys  frame  most  of  the  legislation  and  present 
it  at  the  meetings  of  the  citizens  for  discussion  and  changes, 
with  the  result  that  it  is  usually  accepted  as  presented. 

2.  Choosing  the  officers.  It  is  not  necessarily  the  most 
popular  boy  who  makes  the  best  officer,  because  some- 
times he  has  not  reached  the  point  where  he  can  control 


EDUCATIONAL  CONFERENCES  215 

himself,  not  to  mention  the  problem  of  controlling  others. 
But  the  officials  must  allow  the  boys  to  elect  their  own 
officers.  If  two  boys  are  nominated  and  the  officials  know 
that  one  has  found  himself  and  the  other  one  has  not,  it 
would  be  an  easy  matter  for  them  to  carr}'  the  election  for 
the  superior  lad.  But  they  dare  not  do  it;  they  must  not 
seem  to  be  forcing  their  choices.  They  must  at  all  times 
be  willing  to  give  advice,  but  must  not  dictate.  They 
know  if  the  wrong  man  is  elected  the  boys  will  soon  find 
him  out  and  remove  him.  The  bovs  have  their  own  meth- 
ods  of  acting. 

3.  Managing  the  court.  The  court  at  the  Republic  is 
interesting,  because  a  boy  acts  as  judge  and  boys  serve  as 
jurors  when  trials  are  called.  Cases  are  taken  very  se- 
riously. Of  course,  a  poor  judge  usually  brings  about  a 
poor  series  of  decisions,  and  a  good  judge,  a  good  series  of 
decisions.  Hence  it  is  necessary  to  allow  an  appeal.  There 
are  two  possible  appeals:  (a)  appeal  to  the  officials  and 
the  instructors  at  the  Republic,  and  (b)  appeal  to  the  high 
or  supreme  court,  selected  from  the  board  of  trustees  of  the 
Republic.  There  has  never  been  a  case  appealed  to  the 
supreme  court  in  the  eight  years  I  have  been  on  it.  How- 
ever, as  one  of  the  boys  explained,  "The  Supreme  Court  is 
distinctly  worth  while  in  that  we  feel  that  there  is  some- 
body outside  of  the  immediate  Republic  to  appeal  to,  who 
won't  have  any  of  the  prejudices  that  we  have  in  the  cases." 

In  conclusion,  let  us  note  four  things : 

1.  We  must  remember  that  the  Republic  is  not  an  end — 
it  is  simply  a  means  to  an  end.  It  is  one  of  the  institutions 
that  ought  to  aid  in  the  development  of  character,  leader- 
ship, and  self-control. 

2.  There  are  times  of  disappointment,  when  the  plan 
does  not  seem  to  be  working;  then  it  seems  almost  impos- 
sible not  to  exercise  a  strong  hand  of  control. 


216  DEDICATION  EXERCISES 

3.  We  must  bear  in  mind  the  importance  of  variety.  We 
must  not  let  things  get  in  a  rut;  the  government  must  be 
kept  vital. 

4.  We  must  definitely  remember  that  there  is  a  place  in 
the  system  of  self-government  for  the  older  person,  the 
mature  man  of  experience.  This  place  is  filled  by  the  boy's 
counsellor,  the  official,  or  the  instructor.  He  may  disrupt 
the  government  in  a  few  weeks'  time  or  he  may  greatly 
assist  the  government. 

We  feel  much  encouraged,  for  unquestionably  a  great 
deal  has  been  accomplished  for  the  Republic  boys.  The 
record  is  one  to  point  to  with  pride,  despite  the  fact  that 
there  are  periods  of  a  few  months  when  things  have  gone 
badly.  We  feel  satisfied  that  the  Republic  will  be  more 
and  more  effective,  because  we  now  have  a  select  group  of 
boys  who,  we  think,  can  respond  to  what  we  have  to  give. 
We  believe,  further,  that  relating  the  training  work  in  the 
Republic  to  the  state  educational  system  has  been  a  good 
thing,  not  only  for  the  boys,  but  also  in  demonstrating 
the  possibilities  of  agricultural  and  industrial  specializa- 
tion in  a  "twenty-four  hour  school." 


SCIENCE  CONFERENCE 


THE  ORGANISM  AND  ITS  ENVIRONMENT 

FRANCIS   B.   SUMNER, 

Scripps   Institution   for   Biological   Rt'scciich,   La   folia,   California. 

Despite  the  apparent  unrelatedness  of  its  diverse  lines 
of  investigation  on  sea  and  land,  the  Scripps  Institution 
has  held  fast  to  one  guiding  principle  or  unifying  idea. 
This  is  a  recognition  of  the  urgency  of  studies  upon  the 
relation  of  organism  and  environment.  Not  that  this  idea 
is  the  peculair  property  of  the  Scripps  Institution  or  of 
any  other  particular  group  of  workers  in  biology.  It  fur- 
nishes the  chief  subject  matter  for  the  modern  science  of 
ecology;  it  plays  a  prominent  part  in  the  study  of  geo- 
graphic distribution  and  geographic  variation,  and  it  has 
dominated  much  of  the  experimental  work  in  biology  dur- 
ing the  past  thirty  years  or  more. 

The  differences — so  far  as  there  are  any — between  our 
guiding  principles  at  La  Jolla  and  those  adopted  by  bi- 
ologists elsewhere,  are  differences  of  emphasis.  We  tend  to 
stress  the  environment.  In  most  of  our  biological  work, 
seasonal,  geographic,  physical  and  other  environmental 
factors  are  kept  in  the  foreground,  while  part  of  our  pro- 
gram consists  in  the  measurement  and  description  of  some 
of  these  factors,  without  any  immediate  reference  to  their 
biological  bearings.  Another  distinctive  feature  of  our 
work — for  which  again  we  claim  no  high  degree  of  unique- 
ness or  originality —  is  an  insistence  upon  the  necessity  of 
combining  field  and  laborator}^  work  for  the  solution  of 


218  DEDICATION  EXERCISES 

many  of  the  more  vital  problems  of  biology.  Here  again 
you  will  note  the  underlying  assumption  that  the  organ- 
ism— the  real  organism,  which  lives  and  grows,  and  func- 
tions and  acts,  and  in  some  cases  thinks, — is  not  an  isolat- 
ed phenomenon  in  nature,  but  is  part  of  a  complex  sys- 
tem of  interacting  forces.  It  is  utterly  unintelligible,  in- 
deed we  shall  see  presently  that  it  does  not  even  exist,  ex- 
cept in  organic  relation  to  the  outer  world.  This  insistence 
upon  keeping  intact  the  organism-environment  complex 
as  an  object  of  study,  is  an  important  element  of  our  di- 
rector's biological  philosophy,  which  deplores  the  prevail- 
ing dominance  of  differentiation  and  analysis  over  inter- 
gration  and  synthesis  as  methods  of  scientific  research. 

Various  recent  trends  in  biological  discovery  and  spec- 
ulation have  led  to  an  over-emphasis  of  the  organism,  as 
a  distinct  and  independent  entity ;  and  this  habit  of  mind 
has  doubtless  been  confirmed  by  the  proneness  of  most  of 
us  to  adopt  fashions  in  thinking  as  well  as  in  clothing. 
Likewise,  the  inevitable  increase  of  specialization  in  all 
fields  of  science  has  tended  to  separate  and  to  keep  apart 
those  whose  studies  relate  chiefly  to  the  isolated  organism 
from  those  concerned  primarily  with  its  conditions  of  life 
and  occurrence  in  nature.  It  is  possible  that  these  ten- 
dencies have  reached  their  zenith,  and  that  the  movement 
toward  a  greater  measure  of  integration  in  biology  is  al- 
ready under  way.  But  a  perusal  of  the  writings  of  those 
who  form  the  "dominant"  groups  at  the  present  time  does 
not  furnish  much  ground  for  this  belief. 

Let  me  be  somewhat  more  concrete  in  regard  to  the 
causes  which  have  led  to  this  relative  neglect  of  the  en- 
vironment by  present-day  biologists.  Morphology  has  for 
years,  and  perhaps  unavoidably,  confined  itself  to  the 
study  of  preserved  organisms,  or  more  frequently  of  the 
excised  organs  or  tissues  of  organisms.  Physiology — when 
it  has  broken  away  from  medical  bondage  and  asserted 


EDUCATIONAL  CONFERENCES  219 

its  rights  as  an  independent  science — has  commonly  stud- 
ied the  activities  of  animals  or  plants,  or  isolated  parts 
thereof,  under  strictly  "controlled,"  i.  e.,  highly  unnatural 
conditions.  Taxonomy  has  dealt  with  collections  of  stuff- 
ed, pickled,  pressed  or  otherwise  preser\'ed  material.  There 
has  frequently  been  a  rigid  division  of  labor  between  the 
collector,  who  gathers  and  preserves  the  specimens,  and 
observes  them  in  nature,  and  the  systematist,  who  studies 
and  classifies  them  in  his  laboratory  or  museum,  without 
such  clues  as  are  afforded  by  a  knowledge  of  their  local 
distribution,  seasonal  occurrence,  life  histor}',  etc. 

When  we  come  to  my  own  special  field  of  genetics,  this 
apotheosis  of  the  organism  and  relative  neglect  of  environ- 
mental factors  is  particularly  evident.  Strictly  speaking,  it 
is  not  even  the  organism  here  which  is  exalted  into  this  po- 
sition of  well-nigh  exclusive  interest.  It  is  that  more  or  less 
imaginary  entity,  the  "germ-plasm,"  which  is  conceived 
to  flow  on  through  the  ages  as  an  uninterrupted  "stream," 
giving  rise,  at  inter\'als,  to  ephemeral  and  relatively  un- 
important objects,  the  bodies  of  the  individual  organisms. 
Within  broad  limits,  this  "germ-plasm"  is  not  supposed 
to  be  affected  by  the  environment  at  all.  It  may,  it  is 
true,  be  killed  by  lack  of  food,  extremes  of  temperature, 
or  the  like,  or  a  particular  "stream"  of  germ-plasm  may 
at  any  time  be  brought  to  an  untimely  end  by  its  failure 
to  produce  individuals  which  are  adapted  to  their  special 
conditions  of  life.  But,  aside  from  this  process  of  selective 
elimination,  the  environment  is  not  credited  with  the  pow- 
er of  calling  forth  adaptive  changes  of  hereditar)-  nature. 
Furthermore,  many  biologists  are  at  present  dubious  as 
to  whether  environmental  influences  are  capable  of  pro- 
ducing germinal  changes  of  any  sort,  even  those  which 
result  in  the  "mutations"  upon  which  selection  is  supposed 
to  act. 

The  great  volume  and  the  high  importance  of  researches 


220  DEDICATION  EXERCISES 

in  Mendelian  heredity  during  the  past  two  decades  have 
lead  to  a  virtual  identification  of  genetics  with  Mendelism. 
This  statement  applies  not  only  to  the  rather  confused 
notions  of  the  lavman,  but  to  the  deliberate  utterances  of 
the  expert,  who  sometimes  explicitly  defines  the  word 
genetics  in  this  restricted  sense.  Now  Mendelism,  as  we 
all  know,  is  concerned  with  the  mode  of  transmission  of 
certain  more  or  less  distinguishable  "unit-characters"  of 
the  organism.  These  last,  in  turn,  are  supposed  to  be  the 
visible  manifestations  of  independent,  indivisible,  and  in 
a  high  degree  unalterable  "factors"  in  the  germinal  sub- 
stance. Occasional  instances  are  cited,  to  be  sure,  in  which 
particular  unit  characters  depend  for  their  manifestation 
upon  particular  conditions  of  the  environment,  and  cer- 
tain geneticists  believe — as  an  article  of  faith —  that  unit 
factors  may  undergo  "mutation"  as  the  result  of  sufficient- 
ly potent  changes  in  the  external  conditions.  But,  on  the 
whole,  the  general  effect  of  Mendelian  studies  has  been  to 
emphasize  the  isolation  and  independence  of  the  organism 
— or  at  least,  of  its  unit  factors —  and  to  minimize  the 
importance  of  the  environment,  except  as  imposing  limit- 
ing conditions  to  existence  or  growth. 

After  more  than  a  generation  of  stalwart  drubbing, 
Lamarckism  is  believed  by  most  biologists  to  have  yielded 
to  the  inevitable  and  to  have  gone  to  its  last  repose  in  an 
unhallowed  grave.  Not  only  are  individual  acquirements 
believed  to  be  incapable  of  hereditary  transmission,  out 
for  man  at  least,  the  role  of  external  circumstances  in  the 
development  of  both  body  and  mind,  during  the  single 
lifetime,  is  frequently  denied  any  very  high  importance. 
Environment — the  "culture-medium" — must  furnish  a  cer- 
tain low  minimum  of  requirements  for  normal  develop- 
ment. Beyond  that,  it  is  impotent  to  alter  the  preordam- 
ed  course  of  the  individual  life  histon.'. 

The  foregoing  picture  is  not  intended  primarily  as  an 


EDUCATIONAL  CONFERENCES  221 

indictment  of  present-day  biological  philosophy.  My  chief 
object  has  been  to  point  out  some  of  the  reasons  for  the 
relative  neglect  of  the  natural  environment  as  an  object 
of  recent  biological  research.  That  the  prevailing  view- 
point which  I  have  outlined  above,  is  largely  founded 
upon  exact  knowledge  must,  I  believe,  be  admitted.  That 
it  represents  an  extreme  position,  and  overlooks  important 
lines  of  evidence,  is  to  some  of  us  equally  clear.  While  I 
cannot  here  enter  into  an  extended  justification  of  this  last 
contention,  I  feel  bound  to  indicate  rather  briefly  the  sort 
of  facts  upon  which  it  is  based. 

In  the  first  place,  one  cannot  overlook  the  utter  bank- 
ruptcy of  the  Mendelian-Mutation  scheme  of  things  to 
account  for  evolution,  and  particularly  to.  account  for  the 
origin  of  adaptive  structures  and  functions.  Hereditary 
difi"erences  among  organisms,  according  to  this  theory, 
depend  upon  the  presence,  in  their  respective  "germ- 
plasms,"  of  somewhat  difl"erent  unit  factors.  Ever}^  nat- 
ural species  and  most  artificial  races  are  known  to  be  far 
from  homogeneous  in  their  hereditary  make-up.  As  the 
result  of  selection — natural  or  artificial — individuals  car- 
rying certain  favorable  factor  combinations  may  be  per- 
petuated to  the  exclusion  of  others.  As  long  as  this  process 
of  sorting  out  is  possible,  the  average  character  of  the  race 
may  be  altered  in  one  direction  or  another.  Sooner  or 
later,  however,  we  reach  a  condition  in  which  all  members 
of  our  selected  strain  possess  the  particular  factor  combi- 
nation that  insures  the  highest  possible  manifestation  of 
the  character  for  which  we  are  selecting.  In  respect  to 
these  particular  factors,  our  material  has  become  homo- 
geneous, and  further  progress  along  this  line  must  cease. 

Now,  as  a  matter  of  fact,  we  all  know  that  in  some 
cases  such  progress  has  been  continued  indefinitely.  We 
may  point  to  abundant  instances  from  nature  in  which 
a  tendency,  once  started,  has  been  continued  throughout 


222  DEDICATION  EXERCISES 

ages  of  geologic  time.  The  reduction  of  the  lateral  toes  of 
the  horse's  foot  is  an  often  cited  example,  which  is  as  good 
as  any.  Certain  breeding  experiments,  likewise,  have 
shown  the  possibility  of  continuous  modification  through- 
out many  generations.  In  some  instances,  this  has  oc- 
curred among  the  cultures  of  those  who  insist  most  strong- 
ly upon  the  truth  of  the  "sorting  out"  conception  of  select- 
ion. Occasionally,  too,  there  seems  to  be  a  sudden  revival 
of  the  efficacy  of  the  selective  process,  some  generation^ 
after  stability  seemed  to  have  been  reached. 

We  are  all  familiar  with  the  current  explanation  of  these 
phenomena.  Effective  selection,  in  a  race  which  has  be- 
come homegeneous  in  respect  to  the  factors  concerned,  is 
only  possible  through  the  occurrence  of  "mutations"  or 
spontaneous  changes  in  these  factors.  If  such  changes 
chance  to  occur  in  the  same  direction  as  the  changes  which 
were  initiated  by  our  selective  process,  the  latter  is  given 
a  new  lease  of  life,  until  a  condition  of  racial  uniformity 
is  once  more  established.  It  is  well  to  consider  for  a  mo- 
ment where  such  a  conception  leads  us.  There  would  seem 
to  be  nothing  particularly  mysterious  in  the  fact  that  a 
race  of  organisms  should  undergo  continuous  changes  in 
a  given  direction,  as  a  result  of  "mutations"  arising  with- 
out any  reference  to  environmental  needs.  Progressive 
changes  are  going  on  all  about  us  in  the  inorganic  world, 
some  of  these  continuing  for  untold  periods  of  time.  What 
does  need  explaining  is  the  fact  that  these  changes,  in  the 
organic  world,  are  so  often  in  the  direction  of  increasing 
adjustment  to  the  conditions  of  life.  Darwin's  explana- 
tion of  this  fact — one  which  he  felt  obliged  to  supplement 
by  another  quite  different  explanation — is  known  to  us  as 
the  theory  of  natural  selection. 

At  the  present  day,  there  are  probably  as  many  estimates 
of  the  effectiveness  of  natural  selection  as  there  are  biolo- 
gists who  are  competent  to  express  an  opinion  on  the  sub- 


EDUCATIONAL  CONFERENCES  223 

ject.  All  are  probably  agreed  that  it  must  be  regarded  as 
one  of  the  factors  of  evolution.  But  most  recent  biologists 
are  strongly  impressed  by  various  considerations  which 
were  either  unknown  to  Darwin  or  were  probably  not  suf- 
ficiently recognized  by  him.  In  the  time  allotted  I  can 
speak  of  only  one  of  these.  This  is  the  inadequate  supply 
of  variations  which  are  actually  available  for  the  selective 
process.  At  a  time  when  most  individual  differences  were 
believed  to  be  more  or  less  hereditar)%  and  when  practi- 
cally no  bounds  had  been  set  to  the  efficacy  of  the  selective 
process,  it  was  much  easier  to  assert  the  "all  sufficiency" 
of  this  principle  as  the  cause  of  progressive  evolution. 
Even  then,  it  must  be  remembered,  there  were  many  who 
denied  the  possibility  that  wholly  random  variations  could 
furnish  an  adequate  basis  for  evolution  through  natural 
selection.  In  recent  years,  this  difficulty  has  been  magni- 
fied many  fold.  A  large  part  of  the  variability  of  organ- 
isms, including  many  differences  of  survival  value  in  the 
struggle  for  existence,  are  believed  to  be  "somatic"  or 
"phenotypic" — that  is  to  say,  non-hereditary.  So  much 
of  the  variability  as  is  found  to  be  inheritable  is  attributed 
to  the  action  of  relatively  small  numbers  of  unit-factors, 
which  can  be  readily,  and  rather  speedily,  segregated  in 
particular  descent  lines,  if  the  degree  of  selection  is  rigid 
enough.  Thus  a  very  limited  amount  of  permanent  mod- 
ification may  be  brought  about  fairly  promptly.  After 
that,  we  are  forced  to  wait  for  the  decidedly  capricious 
process  of  mutation  to  help  us  farther  along  the  road. 

One  having  a  limited  acquaintance  with  the  discoveries 
of  Morgan  and  his  co-workers  might  be  disposed  to  ex- 
claim at  this  point:  That  is  easy!  New  mutations  are 
coming  to  light  every  day  in  the  case  of  Drosophila. 
Would  not  this  prove  to  be  true  with  every  race  of  organ- 
isms, if  studied  intensively.^ 

I  fear  that  such  persons  are  leaning  on  a  very  frail  reed. 


224  DEDICATION  EXERCISES 

When  we  examine  into  the  nature  of  these  mutations  of 
the  fruit-fly,  we  find  very  httle  promising  material  for  a 
theory  of  progressive  evolution.  Many  of  them  are  ob- 
vious deformities  and  abnormalities,  not  only  in  the  sense 
of  being  departures  from  the  typical  condition,  but  in  the 
sense  of  rendering  the  insects  unfitted  for  life  in  nature. 
The  body  may  be  warped,  the  wings  so  abbreviated  as  to 
be  useless,  the  legs  duplicated  or  greatly  shortened,  the 
eyes  reduced  in  size  or  suppressed  altogether.  Many  of  the 
mutant  factors  described  by  these  authors  belong  to  the 
class  known  as  "lethals."  That  is  to  say,  their  presence  in 
a  homozygous  condition  results  in  the  death — or  failure 
to  appear — of  all  the  organisms  so  affected.  Indeed,  most 
of  the  mutant  strains  are  distinctly  less  hardy,  or  more 
difficult  to  raise,  than  are  flies  of  the  wild  type.  The  best 
that  can  be  said  for  any  of  the  modifications  thus  far  ap- 
pearing is  that  they  are  harmless  to  the  organism.  Those 
which  are  not  positively  deleterious  consist  in  changes  in 
the  color  of  the  body  or  eyes,  in  the  number  or  form  of 
bristles  of  the  thorax,  and  other  trivial  departures  from 
the  normal  condition.  So  far  as  I  know,  not  a  single  one 
of  these  mutations —  and  there  are  some  two  hundred  of 
them  described — can  be  said  to  represent  a  better  adapted 
type  of  organism.  With  a  very  few  exceptions,  they  con- 
sist in  obvious  losses  of  structures  or  materials  previously 
present. 

We  are  not,  of  course,  warranted  in  concluding  from 
this  that  mutations  of  evolutionary'  value  never  occur.  It 
is  quite  possible  that  they  do.  But  what  we  actually  know 
at  present  regarding  such  mutations  as  occur  in  our  breed- 
ing cultures  affords  no  safe  ground  for  the  belief  that 
evolution  has  come  about  through  the  accumulation  of 
these  by  natural  selection.  This  belief  seems  particularly 
difficult  in  the  case  of  very  slow-breeding  animals,  such 
as  the  elephant,  which  have  none  the  less  undergone  enor- 


EDUCATIONAL  CONFERENCES  225 

mous  structural  modifications  during  relatively  brief  per- 
iods in  the  earth's  histor)'. 

Here  then  is  one  difficult  situation  in  which  we  find 
ourselves,  if  we  follow  the  lead  of  the  majority  group  of 
biologists  in  denying  any  positive  effectiveness  to  the  en- 
vironment as  an  agency  in  evolution.  Are  we  not  brought 
back  to  a  view  point  similar  to  that  of  Naegeli,  who  held 
"that  animals  and  plants  would  have  developed  about  as 
they  have  even  had  no  struggle  for  existence  taken  place, 
and  the  climate  and  geologic  conditions  .  .  .  been  quite 
different  from  what  they  actually  have  been?"^  Accord- 
ing to  Naegeli,  the  environment  has  had  merely  a  pruning 
effect  upon  the  tree  of  life,  eliminating  certain  branches 
and  permitting  certain  others  to  grow.  If  this  be  the  truth, 
we  must  of  course,  accept  it.  But  we  should  accept  it  on 
evidence,  and  not  on  authority. 

That  the  environment  may  have  had  a  far  more  positive 
influence  upon  evolution  than  is  admitted  by  the  Men- 
delian-Mutationist  school  of  biology  is  further  rendered 
probable  by  certain  recent  experiments.  I  refer  partic- 
ularly to  the  remarkable  work  of  Guyer  and  Smith  upon 
the  inheritance  of  artificially  induced  eye  defects  in  rab- 
bits. The  studies  of  these  authors  seems  to  prove  con- 
clusively that  one  particular  class,  at  least,  of  acquired 
characters  may  be  transmitted  indefinitely  from  one  gen- 
eration to  the  next.  And  the  mechanism  by  which  these 
acquired  characters  seem  to  have  been  registered  in  the 
germ-cells  is  of  a  type  which  is  conceivably  operative  on 
a  large  scale  throughout  the  living  world.  I  am  waiting 
with  interest  to  see  in  just  what  manner  the  results  of 
these  remarkable  experiments  will  be  explained  away  or 
robbed  of  their  significance  for  biological  theory. 

Another  field  in  which  this  depreciative  attitude  toward 
the  power  of  environment  is  at  present  conspicious  is  that 

iKellog,   Darivinism    To-Day,  p.   278. 


226  DEDICATION  EXERCISES 

of  eugenics  and  the  study  of  character  formation  in  man. 
Since  I  have  recently  prepared  a  special  article  on  this 
subject,"  I  shall  take  the  liberty  of  quoting  rather  exten- 
sively from  this.  My  first  object  in  the  article  referred  to 
was  to  point  out  the  ver)^  general  confusion  which  exists 
regarding  the  relations  between  heredity  and  environment 
in  human  development. 

"Every  'character'  (whether  we  mean  by  this  word  a 
bodily  part  or  organ,  or  a  trait  or  mental  disposition)  has 
a  hereditary  basis.  Likewise,  every  character  is  due,  in 
its  final  state,  to  the  interaction  of  this  hereditary  basis 
with  other  parts  of  the  developing  body,  and  with  the 
sum-total  of  external  conditions,  physical  and  biological, 
which  we  call  the  'environment'  of  the  organism. 

"However,  it  seems  quite  proper  to  speak  of  differences 
between  two  organisms  as  due  solely  to  heredity  or  solely 
to  environment.  Thus  plants  of  diff^erent  stock,  reared 
under  identical  environments,  might  differ  greatly  in  size 
or  in  other  respects.  These  differences  would  be  of  purely 
germinal  origin.  On  the  other  hand,  two  plants  of  iden- 
tical heredity  might  be  reared  in  different  soils  and  come 
to  differ  widely  in  size  or  otherwise.  Such  differences 
would  be  purely  environmental. 

".  .  .  The  familiar  question.  Which  is  the  more  im- 
portant, heredity  or  environment.?  is  not  capable  of  an- 
swer when  stated  in  that  form.  One  might  as  well  ask: 
Which  are  the  more  important  in  the  construction  of  a 
house,  the  building  materials  or  the  carpenters.?  We  may, 
however,  as  just  indicated,  frame  the  question  in  another 
way:  Are  the  differences  which  we  observe  among  our 
fellow  men  due  chiefly  to  differences  of  heredity  or  to  dij- 
jerences  of  environment,  using  the  last  term  in  its  broad- 
est sense.?     Even  here,  we  must  be  more  explicit.    Do  we 

2Heredity,   Environment   and   Responsibilitv.     Scripps   Institution  Bulletin   No.    10, 
published  July  2,  1921. 


EDUCATIONAL  CONFERENCES  227 

refer  to  the  differences  between  the  white  man,  the  China- 
man and  the  Negro,  or  do  we  refer  to  the  differences 
which  we  observe  among  individuals  of  the  same  race? 
The  differences  between  the  various  races  would  be  grant- 
ed by  most  persons  to  be  hereditar}'.  But  the  differences 
within  a  given  race  are  regarded  by  many  as  being  due,  in 
a  large  degree,  to  the  circumstances  of  life — to  feeding, 
home  surroundings  and  "bringing  up."  This  is  claimed 
particularly  for  the  mental  and  moral  characteristics. 

"Francis  Galton  after  reviewing  the  evidence  derived 
from  the  study  of  identical  twins,  thus  expresses  his  be- 
lief regarding  the  relative  potency  of  heredity  and  en- 
vironment in  determining  human  differences:  'There 
is  no  escape  from  the  conclusion  that  nature  prevails  enor- 
mously over  nurture,  when  differences  of  nurture  do  not 
exceed  what  is  commonly  to  be  found  among  persons  of 
the  same  rank  in  society  and  in  the  same  country.' 

"And  truly,  I  do  not  see  how  we  can  escape  this  con- 
clusion, if  we  bear  in  mind  Galton's  reservation.     .     .     . 

"I  think  it  likely,  however,  that  many  recent  geneticists, 
especially  some  of  those  who  are  active  in  the  eugenics 
movement,  would  throw  out  Galton's  reservation  and  in- 
sist that  'nature  prevails  enormously  over  nurture'  in 
determining  the  mental  and  moral  differences  among  an 
entire  population,  regardless  of  its  social  strata. 

"The  opposite,  or  'environmentalist'  philosophy,  in  its 
extreme  form,  would  assert  that  almost  any  individual 
may  be  given  almost  any  type  of  physique,  intellect,  or 
moral  character,  if  taken  sufficiently  early  and  subjected 
to  a  proper  regimen  during  the  period  of  growth  and  char- 
acter formation 

"It  is  my  own  belief  that  the  scientific  geneticists  and 
eugenicists  are  much  nearer  the  truth  than  the  mere  un- 
disciplined lovers  of  mankind,  but  that  they  have  been 
led  into  a  somewhat  extreme  position  by  their  efforts  to 


228  DEDICATION  EXERCISES 

square  the  facts  of  life  with  certain  biological  theories. 
Now  there  are  various  considerations  of  a  strictly  scien- 
tific nature  which  would  seem  to  establish  the  presumption 
that  non-genetic  factors  in  the  formation  of  human  char- 
acter should  be  given  more  weight  than  is  frequently  ac- 
corded them  by  biologists." 

The  time  at  my  disposal  does  not  permit  of  an  adequate 
discussion  of  these  considerations.  I  shall  restrict  mvself 
to  a  brief  mention  of  one  of  them.  This  is  the  probability, 
admitted  by  most  biologists,  that  civilized  man  has  under- 
gone little  if  any  improvement  in  his  inherent  mental 
make-up  since  the  dawn  of  histor)\ 

While  it  is  not  necessar}^  to  admit  such  extreme  claims 
as  have  been  made  by  some  biologists,  "I  think  there  is 
no  escape  from  the  conclusion  that  mankind,  or  the  civi- 
lized part  of  it,  has  made  little  advance  in  potential  brain 
power  during  the  entire  period  of  history — little  in  com- 
parison with  his  racial  achievements  in  science,  philosophy, 
art,  invention,  morals,  etc.  In  other  words,  human  prog- 
ress has  been  extrinsic  rather  than  intrinsic.  We  have 
built  up  an  enormously  complex  world  of  racial  acquire- 
ments, consisting  of  customs,  laws,  and  knowledge,  as 
well  as  all  the  physical  paraphernalia  of  civilization." 

Thus,  "if  it  is  really  true,  that  the  average  innate  brain 
power  of  mankind  has  not  increased  since  paleolithic  times, 
the  higher  mental  status  of  the  modern  man  is  due  solely 
to  a  fuller  development  in  each  of  our  lives  of  potentiali- 
ties which  were  present  in  the  man  of  the  Old  Stone  Age. 
This,  of  course,  is  but  another  way  of  saying  that  even 
such  enormous  differences  as  distinguish  a  Cro-Magnon 
cave-dweller  from  a  modern  European  are  wholly  environ- 
mental." 

It  may  be  worth  while,  in  the  interests  of  clear  think- 
ing, to  undertake  an  analysis  of  this  distinction  which  we 
are  so  prone  to  draw  between  organism  and  environment. 


EDUCATIONAL  CONFERENCES  229 

How  far  is  this  antithesis  a  real  one,  and  how  far  is  it  a 
mere  matter  of  convenience?  Let  us  consider  this  quest- 
ion, first  of  all,  in  its  bearing  upon  the  science  of  genetics. 
The  sum-total  of  causal  agencies  which  result  in  the 
production  of  a  complete  organism  from  a  fertilized  ovum 
are  commonly  grouped  under  two  heads:  (a)  the  material 
constitution  of  the  fertilized  ovum  itself,  particularly  of  its 
chromosomes;  and  (b)  external  influences  which  act  upon 
the  developing  organism,  from  the  moment  of  fertilization 
to  the  close  of  the  life  cycle.  This  classification  corre- 
sponds in  the  main  to  the  familiar  antithesis  between  he- 
redity and  environment,  nature  and  nurture.  As  a  mat- 
ter of  fact,  the  distinction  thus  drawn  is  largely  a  chrono- 
logical one,  the  influences  acting  before  fertilization  being 
lumped  together  along  with  "nature,"  those  acting  after 
that  event  being  assigned  to  "nurture."  If  we  insist  that 
heredity  relates  onlv  to  the  "intrinsic"  factors  in  the  sit- 
uation — to  the  material  constitution  of  the  "germ-plasm" 
independent  of  environmental  influences  at  any  period — 
it  seems  to  me  that  we  are  dealing  with  something  purely 
imaginar}'-.  There  never  is  a  period  in  the  history  of  the 
germ-cells  or  their  forerunners  when  they  are  not  vitally 
dependent  upon  their  living  environment.  Every  step  in 
their  history  involves  an  interaction  between  certain  fact- 
ors which  may  be  called  "intrinsic"  and  other  factors 
which  are  external  to  these.  What  is  "intrinsic"  at  one 
moment  may  have  been  "extrinsic"  the  moment  before. 
Whether  this  relation  is  of  a  type  which  makes  possible 
the  form  of  inheritance  assumed  by  Lamarck  is  a  question 
which  we  need  not  consider  at  present.  I  merely  wish  to 
point  out  that  no  hard  and  fast  distinction  can  be  drawn 
between  heredity  and  environment  as  conditioning  the 
life  of  an  organism.  The  distinction  is  largely  one  of 
chronology,  and  the  moment  of  demarcation  between  the 
two  must  be  chosen  rather  arbitrarily.    In  practice,  to  be 


230  DEDICATION  EXERCISES 

sure,  the  distinction  implied  by  these  words  is  in  the  high- 
est degree  useful.  But  we  should  not  imagine  that  is  is 
an  absolute  one. 

It  may  be  of  interest  to  carry  this  analysis  a  step  farther. 
I  am  prepared  to  defend  the  somewhat  paradoxical  thesis 
that  the  organism  and  its  environment  constitute  an  in- 
separable whole;  that  if  we  could  detach  all  environ- 
mental elements  from  this  complex  there  would  be  no 
organism  left.  Nor  do  I  intend  this  as  a  mere  bit  of  He- 
gelian dialectic.  A  moment's  reflection  serves  to  show 
that  we  can  draw  no  sharp  line  of  division,  not  even  a 
theoretical  one,  between  the  two. 

If  I  should  ask  you  whether  the  nest  of  a  bird  consti- 
tuted a  part  of  the  organism  or  a  part  of  its  environment, 
I  presume  that  ever}^  one  present  would  resent  the  question 
as  an  insult  to  his  intelligence.  Nor  would  there  probably 
be  any  hesitation  if  the  question  related  to  the  patch-work 
dwelling  of  a  caddis-worm,  even  though  this  dwelling  is 
carried  around  by  the  larval  insect,  as  if  it  were  an  integ- 
ral part  of  its  body. 

The  situation  becomes  somewhat  less  clear  when  we 
consider  the  calcareous  tube  of  a  marine  annelid.  Here 
is  something  which  is  definitely  secreted  by  the  epidermal 
cells  of  the  organism,  and  which  forms  a  sort  of  permanent 
integument.  It  does  not,  however,  in  this  case,  retain  any 
organic  connection  with  the  body  of  the  worm.  But  when 
we  pass  to  the  shell  of  a  mollusk  we  find  that  there  is  such 
an  organic  connection  with  the  body,  so  that  the  animal 
cannot  be  dislodged  without  extensive  injur}"  to  its  living 
tissues.  Moreover,  the  purely  mineral  ingredients  of  the 
shell  are  sandwiched  in  between  layers  of  a  substance 
which  we  commonly  speak  of  as  "organic,"  though  not 
in  this  case  as  living.  Does  such  a  shell  belong  to  the 
organism  or  to  its  environment? 

If  there  be  any  doubt  in  the  case  of  the  mollusk,  let  us 


EDUCATIONAL  CONFERENCES  231 

consider  the  bony  carapace  of  the  tortoise.  This,  likewise, 
is  composed  in  part  of  mineral  salts,  in  part  of  equally  life- 
less "organic"  materials,  produced  through  the  metabolism 
of  living  matter.  But  in  addition  to  these  lifeless  elements, 
we  here  encounter  a  multitude  of  living  cells  contained  in 
minute  spaces  scattered  throughout  the  bony  substance; 
and  even  blood-vessels  and  nerves,  which  provide  for  the 
nutrition  and  growth  of  these  cells.  All  persons  would 
probably  agree  that  such  an  exoskeleton  belongs  to  the 
creature's  body. 

Let  us  pass  next  to  a  consideration  of  the  internal 
fluids  which  are  concerned  with  distributing  food  and 
oxygen  to  the  living  tissues  and  with  carrying  away  their 
waste  products.  Perhaps  a  reversal  of  the  order  previously 
followed  would  here  be  instructive.  In  the  case  of  ver- 
tebrates, the  blood  is  itself  commonly  classed  among  the 
tissues  of  the  body.  Cells  of  several  kinds  are  present, 
along  with  a  fluid,  intercellular  matrix  consisting,  in  large 
part,  of  proteid  substance,  approaching  in  complexity 
those  which  compose  the  "protoplasm"  of  the  living  cells. 
Among  the  mammals,  the  blood  maintains  a  high  degree 
of  constancy  in  its  composition,  regardless  of  changes  in 
the  external  medium.  A  seal  or  a  porpoise  may  pass  from 
fresh  to  salt  water,  or  vice-versa,  without  undergoing  any 
change  in  the  concentration  of  the  blood.  This  is  not 
true,  however,  of  the  fishes.  Those  which  are  capable  of 
living  equally  well  in  fresh  and  salt  water  show  a  higher 
salt  content  in  the  latter  than  in  the  former. 
Now  among  fishes — or  at  least  the  bony  fishes — this  con- 
centration of  salts  in  the  blood  is  not  proportional  to  that 
of  the  water  in  which  they  happen  to  be.  But  the  case  is 
quite  different  with  many  marine  invertebrates.  As  a  re- 
sult of  osmosis  and  diffusion  both  the  concentration  and 
composition  of  the  salts  in  the  body  fluids  of  such  animals 
is  rapidly  brought  into  conformity  with  that  of  the  water 


232  DEDICATION  EXERCISES 

in  which  they  are  placed. 

In  the  coelenterates,  it  is  well  known  that  the  gastro- 
vascular  cavities  and  their  contained  fluids  are  in  open 
connection  with  the  surrounding  ocean,  while  in  the 
sponges  the  only  circulating  medium  is  the  sea-water  it- 
self, which  is  propelled  through  multitudinous  canals  by 
the  motion  of  the  flagella.  Once  more,  is  it  not  obvious 
that  the  distinction  between  organism  and  environment 
is  a  conventional  and  arbitrary  one? 

This  line  of  argument  would  be  quite  incomplete  with- 
out reference  to  the  transformations  which  constitute  that 
most  characteristic  process  of  living  matter,  metabolism. 
Unfortunately,  my  limited  knowledge  of  biochemistr)^ 
would  not  make  it  possible  for  me  to  discuss  this  subject 
adequately  even  if  my  allotment  of  time  permitted.  But 
even  such  slight  knowledge  as  I  do  possess  enables  me  to 
assert  with  confidence  that  there  is  no  definite  point  in 
the  process  at  which  we  can  say  for  the  first  time:  "This 
is  no  longer  food:  it  has  become  living  matter."  Nor,  on 
the  descending  phase  of  the  metabolic  cycle,  is  it  possible 
to  distinguish  the  moment  at  which  the  living  passes  over 
into  the  non-living.  But  food  and  waste  matters  belong 
to  the  environment.  They  can  hardly  be  regarded  as  parts 
of  the  organism.  In  short,  the  organism  and  the  environ- 
ment interpenetrate  one  another  through  and  through. 
The  distinction  between  them — let  me  repeat — is  only  a 
matter  of  practical  convenience.  Should  not  such  con- 
siderations afi'ect  our  attitude  toward  the  propriety  of 
ignoring  the  environment  as  an  object  of  biological  re- 
search ? 

Professor  Ulrey  has  asked  me  to  include  in  this  paper 
some  account  of  the  work  of  the  Scripps  Institution.  I 
have  already  indicated,  at  the  very  outset,  some  of  our 
guiding  principles.  In  the  few  minutes  left  to  me — if  I 
have  not  already  exhausted  my  time  and  your  patience — I 


EDUCATIONAL  CONFERENCES  233 

will  summarize  briefly  the  lines  of  study  which  have  been 
followed  at  La  Jolla.  This  account  I  feel  justified  in  thus 
abridging,  since  it  is  my  understanding  that  my  colleague, 
Professor  Esterlv,  has  been  asked  to  lead  the  discussion  of 
my  paper,  and  he  is  far  more  competent  to  report  upon 
the  marine  work  of  the  station  than  I  am. 

Our  total  scientific  output  results  from  the  labors  of  two 
chief  classes  of  persons,  the  resident  staff  and  the  visiting 
biologists,  though  we  must  not  omit  the  small  but  im- 
portant third  class  of  non-resident  members  of  our  staff, 
represented  by  Dr.  Esterly.  The  visitors  come  from  all 
parts  of  this  countr\%  and  occasionally  from  Europe.  Their 
work  is  very  diverse  and  bears  no  necessary  connection 
with  the  program  of  the  station. 

The  activities  of  the  regular  staff  fall  into  two  natural 
divisions,  those  concerned  with  marine  and  terrestrial  life 
respectively.  Since  the  marine  work  had  priority  histori- 
cally, and  since  it  occupies  the  attention  of  a  larger  num- 
ber of  investigators,  it  is  rather  widely  believed  that  the 
Scripps  Institution  is  exclusively  a  marine  station. 

To  subdivide,  in  turn,  these  marine  studies,  we  must 
distinguish  the  investigations  of  Messrs.  McEwen  and 
Cummings,  which  are  concerned  with  physical  oceano- 
graphy, and  those  of  certain  of  our  biologists,  who  are  oc- 
cupied primarily  with  the  plankton. 

Our  oceanographers  are  engaged  in  measuring  and  de- 
scribing various  physical  factors  of  the  neighboring  sea 
areas,  and  formulating  principles  which  may  be  of  service 
in  explaining  the  occurrence  and  distribution  of  marine 
organisms,  and  possibly  in  interpreting  certain  features  of 
our  California  climate.  Incidentally,  Dr.  McEwen,  along 
with  the  late  Mr.  Michael,  has  devoted  much  time  to  the 
development  of  statistical  methods,  applicable  to  these 
distribution  studies. 

The  plankton  investigations  have  been  conducted  by 


234  DEDICATION  EXERCISES 

Dr.  Ritter  himself,  by  Mr.  Michael,  Dr.  Esterly,  Mr. 
Allen,  Dr.  Essenberg  and  some  others,  including  Professor 
Kofold  and  various  of  his  students  from  the  department 
of  zoology  of  the  University  of  California.  Even  to  sum- 
marize the  important  results  of  these  studies  is  quite  im- 
possible here.  I  am  hopeful  that  Dr.  Esterly  will  sup- 
plement my  own  account  in  this  respect.  Let  me  merely 
point  out,  however,  two  or  three  distinctive  features  of 
this  program.  In  the  first  place,  most  of  it  has  been  rigid- 
ly quantitative,  requiring,  in  some  cases,  refined  statistical 
treatment  for  which  special  methods  have  been  devised. 
And  it  may  be  mentioned  at  this  point  that  quantitative 
methods  are  characteristic  of  most  of  the  work  of  the  In- 
stitution. In  the  second  place,  the  marine  program  has 
been  concerned  in  a  high  degree  with  the  relations  between 
the  organisms  and  various  physical  factors  of  the  environ- 
ment. In  the  third  place,  it  has  been  supplemented  by 
laboratory  experiments,  directed  toward  ascertaining  the 
actual  reactions  of  particular  organisms  to  particular 
physical  factors.  (Here  belong  the  more  recent  studies  of 
Dr.  Esterly.) 

Before  leaving  the  marine  work,  mention  must  be  made 
of  the  researches  of  Mr.  Crandall  and  Dr.  Brandt  upon  the 
distribution,  growth  and  propagation  of  the  kelps.  These 
were  undertaken  primarily  owing  to  their  economic  bear- 
ings but  have  necessarily  brought  to  light  facts  of  scien- 
tific interest. 

The  land  work  has  thus  far  been  restricted  to  one  group 
of  organisms,  the  mice  of  the  genus  Pero7nyscus.  My 
assistants  and  I  have  trapped  many  thousands  of  these 
animals  in  various  parts  of  California  and  raised  many 
thousands  more  in  our  mouse  building  and  pens.  Our 
main  objects  have  been  various.  Some  of  these  objects 
have  been:  (1)  to  subject  numerous  geographic  races  to 
precise  statistical  treatment  with  a  view  to  ascertaining 


EDUCATIONAL  CONFERENCES  235 

the  differences  which  distinguish  them;  (2)  to  determine 
whether  any  of  these  local  differences  are  correlated  with 
differences  of  environment;  (3)  to  learn  whether  these 
racial  differences  persist  after  radical  changes  of  environ- 
ment; (4)  to  determine  whether  they  depend  upon  hered- 
itary "unit  factors,"  in  the  Mendelian  sense;  and  as  a 
means  to  this  end  (5)  to  learn  the  behavior  of  these  sub- 
species when  crossed  with  one  other;  (6)  to  study  the 
various  "mutations"  which  have  appeared  among  our  cul- 
tures. Our  conclusions  upon  these  subjects  have  appeared 
in  various  recent  papers.  I  am  sure  that  you  will  appreci- 
ate my  reasons  for  omitting  any  discussion  of  them  at 
this  stage  of  the  program. 

In  conclusion,  I  cannot  avoid  mention  of  the  activities 
of  various  members  of  our  staff  in  the  direction  of  inter- 
preting the  data  of  biology,  both  to  biologists  themselves 
and  to  the  general  public.  The  philosophical  books  and 
articles  of  Professor  Ritter  and  the  newspaper  articles  ot 
Mr.  Allen  are  particularly  to  be  included  in  this  connect- 
ion. 


APPENDIX 


DESCRIPTION  OF  THE  ORGAN* 

The  Robert  Morton  Company  of  Fan  Nuys,  Builders 
PEDAL  ORGAN 


Resultant    Bass    32' 

Bombarde    32' 

Double  Open  Diapason    32' 

Open    Diapason    16' 

Bourdon    ,  16' 

Echo  Bourdon   16' 

Lieblich    16' 

Violone    16' 

Contra    Viole    16' 

Fagotto    16' 

Trombone    16' 

Principal    8' 

Flute    8' 

Cello    8' 


Dulciana    

Trumpet    

Flute    

Compensating   Mixture .- 


32  Notes 

56  Pipes 

Extension  from  Great  16' 

12      " 

44      " 

44      " 

32      " 

from   SW   Bourdon 

32  Notes 

from   Great 

32      " 

from  Choir 

32      " 

from  Swell 

32      " 

from  No.  2  Pedal 

32      " 

from  No.  4  Pedal 

32      " 

from  No.  5  Pedal 

32      " 

from   Solo   Gamba   and 

Gamba  Celeste 

32      " 

from  Choir  No.  106 

32      " 

from  No.  2  Pedal 

32      " 

from  No.  S  Pedal 

GREAT  ORGAN 
Enclosed  with  the  Choir  Organ. 


80  Pipes 


Double  Open  Diapason 16'  73  Pipes 


73 
73 
73 
73 
73 
73 
Erzahler    8'  73 


First   Open   Diapason. 
Second  Open  Diapason  _. 
Third   Open   Diapason   _. 

Doppel  Flute  

Viola    

Melodia 


Octave    4'  73 

Wald    Flute    4'  73 

Flageolet   2'  61 

Mixture  V  Ranks 305 

Double  Trumpet 16'  73 

Trurnpet    8'  73 

Clarion 4'  73 


CHOIR  ORGAN,   73   Notes. 
Enclosed  in  Swell  Box  with  Great  Organ. 


Contra   Viole   16'  73  Pipes 

Geigen  Principal 8'  73 

Concerte    Flute    8'  73  " 

Flute  Celeste   8'  61  " 

Dulciana    8'  73  " 


Quintadena    8'  73 

Flute    4'  73 

Nazard    2^'61 

Piccolo    2'  61 


SOLO  ORGAN 
In  Separate  Swell  Box. 


Saxaphone    8'  73  Pipes 

Gross  Flute 8'  73      " 

Gamba    8'  73      " 

Gamba    Celeste    8'  73       " 

French   Horn   8'  73       " 

English    Horn    8'  73       " 


Stentorphone 

Tuba    

Clarinet    

Orchestral  Oboe 

Harp 49  Bars  with  Resonators 

Chimes  20  Tubular  Bells 


73 
73 
73 
73 


*See  also  Previous  Statement,  p.   33. 


238 


DEDICATION  EXERCISES 


SWELL  ORGAN 
Enclosed  in  Separate  Swell  Box. 


Bourdon    16 

Open   Diapason    8 

Horn    Diapason    8 

Salicional   8 

Aeoline 8 

Celeste,   Tenor  C   8 

Viol  D'  Orchestre 8 

Viola    Celeste   8 

Stopped  Diapason 8 

Clarabella 8 

Gemshorn    8 


73  Pipes  Violin    _.  4'  73 

73  "  Harmonic    Flute    V  Ti 

73  "  Piccolo    2'  61 

73  "  Cornet  III  Ranks 183 

73  "  Contra    Fagotto    16'  73 

61  "  Cornopean   8'  73 

73  "  Flugel    Horn    8'  73 

61  "  Oboe  8'  73 

73  "  Clarion  4'  73 

73  "  Vox   Humana   8'  73 

73  " 


ECHO  ORGAN,  61   Notes 

Played  from  Solo  Keys  and  affected  by 

Solo  Couplers  and  Solo  Swell  Shoe 


Cor   de   Nuit   

8'  61  Pipes       Zauber   Flute 

"   4'  61 

8'  61     "          Vox   Humana 
8'  49      " 

8'  61      ' 

Viole  Celeste,  Tenor  C  — 

COUPLERS 

Pedal  Octave 

Great  Octave 

Solo  to  Swell 

Great  to  Pedal 

Swell  Sub  to  Great 

Choir  Unison 

Choir   Sub   to   Great 

Swell   to   Great 

Swell  to  Choir 

Choir  to  Great 

Swell  Octave  to  Great 

Swell  Sub  to  Choir 

Choir  Sub 

Choir  Octave  to  Great 

Swell  Octave  to  Choir 

Choir  Octave 

Solo   Sub  to  Great 

Solo  to  Choir 

Swell  to  Pedal 

Solo  to  Great 

Solo  Sub 

Swell  Octave  to  Pedal 

Solo  Octave  to  Great 

Solo   Unison 

Solo   and    Echo  to   Pedal 

Swell   Unison 

Solo  Octave 

Choir  to  Pedal 

Swell  Sub 

Echo  on,  Solo  off 

Great  Unison 

Swell  Octave 

Universal  on   and  off 

Great  Sub 

Choir  to  Swell 

COMBINATION  PISTONS 


Six      manual  pistons  affecting  stops  and  couplers  of  Solo  and  Echo  organs 

Eight        "  "  "  "         "  "         "     Great   organ 

Eight        "  "  "  "         "  "         "     Swell   organ 

Eight        "  "  "  "         "  "         "     Choir  organ 

Six        Pedal        "  "  "         "  "         "     Pedal   organ 

Eight  general  pistons  affecting  entire  organ. 

Solo  pistons  to  Pedal  Pistons,   Swell  postons  to  Pedal  pistons. 

Great  pistons  to  pedal  pistons.     Choir  pistons  to  pedal  pistons. 

Chimes  forte  and  piano. 

Swell,  Great,   Solo,  Choir  and  Echo  trcmulants. 


THE  ORGAN 

PEDAL   MOVEMENTS 


239 


Balanced  Solo  and  Echo  pedal  with  indicator. 

Balanced   Swell   pedal  with   indicator 

Balanced  Great   and   Choir   pedal  with   indicator. 

Balanced  Crescendo  pedal  with  indicator. 

Locking  pedal  throwing  choir  shutters  to  Solo  pedal. 

Locking  pedal  disconnecting  the  intermanual  couplers  from  Crescendo  pedal. 

Great  to  pedal  reversible. 

Solo  to  Great  reversible. 

Sforzando  pedal  with  light  indicator. 

Locking  pedal  connecting  all  Swell  boxes  to  Swell  pedal. 


SUMMARY 


Pedal  Organ 
Great  Organ 
Swell  Organ 
Choir  Organ 
Solo  Organ  _ 
Echo    Organ 


.18  stops 
.15 


. 21 

...A3 


268  pipes 
1315  " 
1607  " 
836  " 
584  " 
293     " 


Couplers    35 

Pistons     49 

Tremulants     5 

Pedal  Movements  IQ 

Total    Movements    179 


Total 


-80 


4903 


Jesse   Ray  Miller 

University  of  Southern  California   Press 

Los  Angeles 


^,,r^N  THE  LAST  DATE 
THIS  BOOK  IS^%    ^^^^'^ect  to  a  fine  o. 


75^-7/30 


YD  22738 


477975   ' LDS-iol 
/92/ 


UNIVERSITY  OF  CALIFORNIA  UBRARY 


